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O  JL  L  E  O  E 


J  1994-1995 


MONMOUTH  COLLEGE  LIBRARY 


3  3527  00147  9370 


MONMOUTH  COLLEGE 
CATALOG 


1994-1995 


Monmouth  College 

Monmouth,  Illinois  61462-9989 

Telephone:  309/457-2131 


Monmouth  College  admits  students  and  conducts  its 

academic  and  other  programs  without  regard  to  race, 

religion,  sex,  national  origin,  or  physical  handicap. 

This  catalog  provides  information  only  and  does  not  constitute  a  contract  between 
the  College  and  any  person.  The  College  reserves  the  right  to  alter  or  amend  this 

document  without  notice.  Students  are  encouraged  to  consult  their  faculty  advisors 

or  the  appropriate  College  officers  on  matters  which  are  essential  to  their  degree 

programs.  On  questions  about  College  regulations  and  policies  on  student  life, 

students  should  consult  the  current  student  handbook. 


Contents 


1  monmouth  college:  an  introduction 

3  monmouth  college:  mission  statement 

4  student  life 

9  academic  program 

2 1  courses  of  instruction 

89  off-campus  programs 

94  preprofessional  programs 

97  admission 

99  Tuition  And  Other  Charges,  1994-95 

105  REGISTERS:  Faculty,  Administration,  Senate 

115  index 


Digitized  by  the  Internet  Archive 

in  2011  with  funding  from 

CARLI:  Consortium  of  Academic  and  Research  Libraries  in  Illinois 


http://www.archive.org/details/monmouthcoll199495monm 


Monmouth  College: 
An  Introduction 


HLocation  of  the  College.  Monmouth 
College  shares  its  name  with  the  town  that  is 
its  home,  the  seat  of  Warren  County  in 
western  Illinois,  a  pleasant  and  hospitable 
community  of  eleven  thousand  people.  The 
Mississippi  River,  still  the  threshold  of  the 
American  West,  flows  just  fifteen  miles  from 
Monmouth's  campus.  Chicago  is  180  miles 
to  the  northeast.  The  Quad  Cities-Moline 
and  Rock  Island  in  lUinois,  Davenport  and 
Bettendorf  in  Iowa— straddle  the  Mississippi 
forty  miles  due  north.  Monmouth  is  easily 
accessible  from  Interstates  80  and  74. 
Commercial  air  service  is  available  through 
Moline,  Peoria,  and  nearby  Galesburg. 
Monmouth's  location  also  permits  easy 
access  to  other  academic  communities: 
Western  Illinois  University  is  thirty  miles 
south  in  Macomb;  Augustana  College  is 
located  in  Rock  Island;  and  Knox  College, 
Monmouth's  traditional  rival  in  athletics,  is 
just  sixteen  miles  away  in  Galesburg. 

■The  College's  History  and  Purpose. 

Founded  in  1853  by  pioneering  Scottish 
Presbyterians,  Monmouth  College  brought 
the  blessings  of  civilization  to  the  people  of 
the  rough  frontier  and  spoke  of  traditional 
values  to  those  who  were  shaping  a  new 
world.  Though  today  our  life  knows 
different  frontiers,  the  College  still  thinks  of 
its  purpose  as  its  founders  did— preserving 
and  celebrating  the  traditions  that  have  been 
entrusted  to  it  while  promoting  discovery 
and  investigation.  Although  the  student 
body  today  includes  many  who  come  from 
far  beyond  western  Illinois,  Monmouth 
continues  to  have  a  strong  sense  of  identity 
with  its  local  community  and  with  the 
region  in  which  it  is  proudly  rooted. 

Unusual  for  the  time,  Monmouth  College 
was  created  a  coeducational  institution. 


Indeed,  it  was  one  of  the  first  colleges  to  give 
women  equality  with  men,  and,  not 
surprisingly,  women's  interests  have  been 
prominent  in  the  College's  history. 

Monmouth  has  chosen  to  remain  the 
collegiate  institution  it  was  founded  to  be, 
preferring  not  to  expand  into  a  university. 
Monmouth  continues  to  insist  that  its 
purpose  is  not  to  pursue  knowledge  for  its 
own  sake,  in  the  university's  fashion,  but  to 
encourage  students  to  seek  values  by 
bringing  together  knowledge  and  belief  in  a 
coherent  whole.  The  College  has  neither 
graduate  nor  professional  schools  and  is 
therefore  able  to  focus  its  resources  entirely 
on  its  undergraduates.  In  true  collegiate 
fashion,  Monmouth  stresses  the  unity  and 
equality  of  the  academic  disciplines  that 
compose  it.  The  College's  chief  interest  lies 
in  providing  its  students  a  generous 
understanding  of  human  experience; 
individual  disciplines  receive  their  sense  of 
direction  from  that  larger  commitment 
rather  than  permitting  the  specific  interest  to 
become  an  end  in  itself. 

■Accreditation  and  Affiliation.  Monmouth 
is  a  four-year  college  offering  the  bachelor  of 
arts  degree  and  is  fully  accredited  by  the 
North  Central  Association  of  Colleges  and 
Schools.  The  program  of  the  department  of 
education  is  accredited  by  the  Illinois  State 
Certification  Board. 

Recognizing  that  no  intellectual  process  is 
value  free,  Monmouth  College  is  committed 
to  the  values  and  ecumenical  perspective  of 
the  Christian  faith  and  encourages  its 
members  to  explore  the  implications  of  those 
values  for  their  lives  and  the  world.  While 
the  College  chooses,  quite  deliberately,  to 
maintain  its  affiliation  with  the  Presbyterian 
Church  (U.S.A.),  it  welcomes  students  of  all 


faiths. 

To  increase  the  range  of  opportunities  for 
its  members  while  retaining  the  advantages 
of  smallness,  Monmouth  and  thirteen  other 
colleges  similar  in  kind  and  purpose 
compose  a  consortium,  the  Associated 
Colleges  of  the  Midwest  (ACM).  These 
colleges,  located  in  Colorado,  Iowa, 
Minnesota,  and  Wisconsin  as  well  as  in 
Illinois,  together  offer  programs  which 
singly  they  could  not.  These  provide 
opportunities,  described  in  the  section  titled 
Off-Campus  Programs,  for  members  of  the 
College  to  engage  in  a  remarkable  range  of 
off-campus  study  projects,  both  in  this 
country  and  overseas,  for  a  semester  or  an 
academic  year. 


Monmouth  College 
Mission  Statement 


The  mission  of  Monmouth  College  is  to 
teach  the  liberal  arts  within  the  context  of 
our  Christian  heritage  and  the  Jeffersonian 
tradition.  Our  Presbyterian  legacy  proposes 
that  Christian  values  are  central  to  the 
processes  of  education,  even  while  it  argues 
the  need  for  critical  examination  of  belief. 
Thomas  Jefferson's  charge  to  education  calls 
on  us  to  equip  students  to  live  and  work  in  a 
free  society  and  to  bring  them  to  accept 
wholeheartedly  their  responsibility  for 
maintaining  the  worth  and  vigor  of  that 
society. 

Our  goal,  then,  is  to  guide  students 
beyond  the  analysis  of  isolated  facts  and 
unconnected  moments  of  existence  to  the 
discovery  of  meaningful  pattern  and  larger 
design  and  to  encourage  them  to  join  useful 
knowledge  and  thoughtfully  considered 
values  in  a  coherent  system  of  personal 
commitments. 

Monmouth  College  embodies  this  mission 
in  its  carefully  structured  curriculum,  central 
to  which  is  a  four-year  sequence  of  general 
education  courses  extending  from  the 
interdisciplinary  freshman  seminar  to  senior 
year  courses  in  thought  and  belief.  To  this 
core  we  intend  that  all  department  programs 
be  actively  related.  Our  mission  demands 
also  that  we  extend  the  assumptions  of  the 
curriculum  into  residential  life,  promoting 
the  spiritual  and  social  maturing  of  our 
students  with  the  intellectual,  and  beyond 
this  into  the  life  of  the  College's  members 
within  the  larger  community.  A  residential 
curriculum  reflecting  the  academic 
curriculum  is  an  integral  effort  to  achieve 
these  goals. 

Our  mission  also  demands  that  students 
understand  alternative  value  perspectives 
among  which  they  may  choose;  else  they 
have  only  the  illusion  of  freedom.  To  be  free 


means  to  know  how  to  set  a  thoughtfully 
structured  life  against  the  coincidental,  the 
chaotic,  and  the  merely  fashionable. 
Monmouth's  mode  of  education  ensures 
that  students  know  alternative  world  views 
and  beliefs,  proposed  through  our 
departments  of  study  and  their  disciplines, 
not  as  ends  in  themselves  but  as  avenues  of 
inquiry  into  larger  human  questions  and  the 
answers  which  imagination,  reason,  and 
inspiration  have  provided. 

In  the  endeavor  to  achieve  our  mission, 
the  role  of  the  teacher  is  crucial-more 
important  than  the  subject  matter  itself. 
Our  faculty's  charge  is  not  only  to  guide 
students  in  inquiry  within  the  disciplines, 
but  to  celebrate  the  larger  purpose  of  the 
College.  Upon  the  vital  relationship 
between  teacher  and  student  all  our 
resources  are  focused.  We  call  on  professors 
to  be  fully  accessible  to  their  students  and 
on  students  to  be  fully  responsive  to  their 
teachers  and  the  College. 

Our  collegiate  purpose  is  realized  when 
our  graduates  exemplify  the  College's  ideals 
in  their  life  and  work  and  when  they  seek 
actively  to  use  enlightened  understanding  in 
the  service  of  humankind. 


Student 
Life 


HEducation  Beyond  the  Classroom.  The 

Monmouth  College  campus  provides  a 
charming  and  comfortable  living  and 
learning  environment  that  is  both  ideal  and 
idyllic  as  a  traditional  collegiate  setting. 
Often  admired  for  the  beauty  of  its  trees  and 
pleasant  spaces,  the  campus  is  surrounded  by 
a  handsome  residential  area  just  a  short 
distance  from  the  town  center.  It  is  a 
walking  campus  where  no  building  is  far 
from  any  other  and  where  members  of  the 
College  quickly  come  to  recognize  familiar 
faces  as  they  meet  on  campus  walks  and 
congregate  for  College  occasions. 

For  students  in  some  institutions,  the 
undergraduate  years  mean  only  taking 
courses.  In  contrast,  Monmouth's  students 
find  that  education  extends  beyond  the 
classroom,  reaching  into  faculty  homes, 
residence  halls,  and  dining  room,  embracing 
a  broad  range  of  cocurricular  activities. 
Lectures,  concerts,  and  performances  by 
visitors  are  planned  to  complement  the 
academic  program.  The  College  newspaper 
and  other  publications,  the  campus  radio 
station,  religious  services,  music  groups,  and 
the  theater  provide  opportunities  for 
students  to  develop  their  talents  and  to 
enrich  the  College's  life.  Many  members  of 
the  College  find  challenge  and  learning 
opportunities  in  the  athletic  programs,  both 
intramural  and  intercollegiate.  A  prominent 
focus  of  campus  interest  is  the  student 
government,  which  is  responsible  for  a 
broad  range  of  activities.  In  all  of  these  there 
are  opportunities  for  learning,  for 
leadership,  and  for  interaction  with  faculty 
members. 

HInstructional  Facilities.  The  Hewes 
Library,  at  the  physical  as  well  as  the 


metaphorical  center  of  the  campus,  seeks  to 
be  a  teaching  library,  whose  collection, 
services,  and  people  are  an  integral  part  of 
the  instructional  life  of  Monmouth  College. 
The  centerpiece  of  the  library's  teaching  is 
an  information  literacy  program  which 
reaches  all  students  in  three  courses: 
Freshman  Seminar,  Speech  101,  and 
Comparative  Societies.  In  addition,  the 
library  serves  as  the  interface  between 
faculty,  students,  and  staff  and  the  world  of 
information.  This  service  is  provided  two 
ways:  1.  with  a  core  collection  of  almost 
200,000  information  materials,  in  a  variety 
of  formats  including  government 
documents,  that  supports  the  curriculum  of 
the  College,  and  2.  by  giving  users  access  to 
the  world  of  scholarship  beyond  the  library's 
walls  through  a  reference  collection  of 
databases,  indexes,  and  bibliographies;  an 
extensive  interlibrary  loan  program;  and  the 
increasing  electronic  resources  accessible 
through  various  networks.  The  Hewes 
Library  provides  many  study  areas,  including 
individual  carrels  and  seminar  rooms.  The 
Beveridge  Rooms  house  the  rare  books  and 
Monmouthiana  collections  of  the  College. 
The  Len  G.  Everett  Gallery  is  located  on  the 
top  level  of  the  Hewes  Library. 

The  Hewes  Library  is  also  the  home  of 
the  College's  fully  equipped  Information 
Systems  Center,  and  thus  brings  together  the 
newest  of  learning  resources  with  the  most 
traditional.  The  Information  Systems 
Center's  focal  point  is  the  Dahl  Computer 
Laboratory,  a  central  location  for  students 
and  faculty  to  access  the  campus-wide 
computer  network.  The  Center  is  also  home 
for  the  campus'  three  network  servers  and 
the  Information  Systems  Center  offices. 

The  Haldeman-Thiessen  Science  Center, 


named  for  two  of  Monmouth's  most 
celebrated  professors,  is  a  remarkable  facility 
for  a  small  college,  providing  students  with 
extraordinary  laboratories  and 
instrumentation.  Built  in  1970,  it  is  the 
symbol  of  the  College's  long-lived 
reputation  for  excellence  in  the  laboratory 
sciences. 

The  College  Auditorium,  the  oldest 
building  on  campus,  serves  as  chapel, 
concert  hall,  assembly  area,  and  lecture  hall. 
Its  renovation  in  1981  provided  a  hall  with 
splendid  acoustical  qualities  and  theater-style 
seating  even  while  it  preserved  the  charm  of 
the  original  structure. 

The  major  instructional  programs  in  the 
humanities  and  social  sciences  are  carried  on 
in  two  gracious  buildings  in  the  classic 
collegiate  style,  Wallace  and  McMichael, 
named  for  early  presidents  of  Monmouth 
College.  In  Wallace  Hall,  audiovisual 
facilities  adjoin  classrooms  and  faculty 
offices.  Carnegie  Hall,  once  the  College 
library,  now  houses  the  Student  Affairs  and 
Public  Relations  offices.  Theater 
productions  are  staged  in  the  Wells  Theater. 
The  music  department  has  much  of  its 
activities  in  Austin  Hall  on  the  east  side  of 
campus  and  in  the  College  Auditorium. 

HStudent  Affairs.  The  staff  of  the  Dean  of 
Students  OfFice-the  deans;  directors;  head 
residents;  resident  assistants;  and  those  in  the 
Stockdale  Center,  career  planning,  and 
minority  and  international  student  affairs-all 
have  a  personal  and  professional 
commitment  to  quality  in  all  areas  of 
student  life. 

The  Dean  of  Students  Office  administers 
all  student  services,  particularly  individual 
and  group  counseling;  personal,  relational, 
and  developmental  concerns;  health  and 
wholeness  issues;  advising  student 
government;  campus  and  Greek 
organizations;  and  the  general  well-being  of 
campus  life.  Additional  counseling  services 
for  assessment  or  evaluation  purposes  are 
provided  when  necessary. 

Monmouth  College  students  receive  24 


hour  health  services  through  Family  Practice 
Associates  and  the  emergency  room  of 
Community  Memorial  Hospital.  Services 
that  require  hospitalization  or  other  medical 
treatment  are  available  at  the  hospital. 
Students  should  make  certain  that  they  are 
covered  by  their  family's  health  and 
hospitalization  program. 

The  directors  of  international  and 
minority  students  focus  their  attention  on 
the  nurturance  and  special  needs  of  a 
growing  number  of  international  and 
minority  students,  advising,  counseling,  and 
encouraging  them  to  be  full  participants  in 
the  Monmouth  College  community. 

The  Stockdale  Center  is  the  hub  of 
extracurricular  activities  on  campus.  The 
director  of  the  center  and  student  assistants 
work  closely  with  the  Association  for 
Student  Activity  Programming  and  other 
organizations  in  planning  a  wide  range  of 
activities. 

Monmouth  believes  that  a  residential 
college  should  provide  more  than  room  and 
board  and  that  living  in  residence  halls 
affords  special  opportunities  for  learning 
from  others.  Personal  growth,  intellectual 
development,  and  maturity  seem  to  come 
more  quickly  to  those  who  are  continuously 
engaged  with  their  fellow  students  and  who 
contribute  to  making  residence  hall  life  a 
richer  experience  for  everyone.  Accordingly, 
the  College  requires  all  its  students  to  live  on 
campus  unless  exceptions  are  necessary,  such 
as  married  students  and  students  in  the 
Monmouth  area  who  reside  with  their 
parents.  While  providing  some  supervision 
of  students  in  residence  through  its  system  of 
head  residents  and  resident  assistants, 
Monmouth  encourages  its  students  to 
govern  their  own  living  units  and  to  develop 
their  own  social  programs.  Thus  each 
residence  hall  has  its  own  council  composed 
of  elected  representatives  who  manage  the 
hall's  affairs. 

In  its  residential  system,  Monmouth  has 
sought  to  provide  an  unusual  range  of  living 
opportunities  and  experiences.  None  of  its 
halls  is  quite  like  any  other,  either  in  its 


architecture  or  its  internal  arrangements. 
Styles  range  from  Winbigler's  long  corridors 
and  large,  traditional  lounge  areas  to 
modern  Gibson,  where  rooms  are  arranged 
in  fours  around  a  shared  bathroom.  The 
residents  of  the  various  halls  may  choose  the 
hours  of  visitation,  within  parameters 
established  by  the  College.  In  all  its 
residences,  the  College  has  chosen  to  provide 
a  high  standard  of  maintenance  and  to 
enhance  students'  living  by  making  their 
surroundings  bright  and  cheerful— a  fact  that 
strikes  visitors  at  once.  The  College  has 
wished  to  give  its  students  every  reasonable 
opportunity  to  choose  among  alternatives  in 
accommodations,  physical  surroundings, 
and  life-styles. 

Each  spring  returning  students  sign  up 
for  rooms,  stating  their  preference,  while 
new  students  indicate  their  housing 
preferences  during  the  summer.  The  College 
makes  every  effort  to  provide  students  the 
housing  they  prefer. 

Many  Monmouth  students  choose  to  join 
fraternities  or  sororities.  Sorority  women  live 
within  the  residence  halls,  choosing  rooms 
as  do  unaffiliated  women.  Fraternity  men, 
according  to  their  affiliation,  either  live  in 
the  fraternity  house  or  choose  to  spend  some 
or  all  of  their  years  in  a  residence  hall. 

All  students  in  residence,  including  some 
who  live  at  home,  take  their  meals  in  the 
dining  hall  of  the  Stockdale  Center.  Private 
dining  rooms  in  the  center  are  available  for 
special  occasions. 

■Recreation  and  Athletics.  More  and  more 
people  are  recognizing  that  an  organized 
program  of  recreation  is  necessary  to  their 
spiritual  as  well  as  their  physical  well-being. 
Monmouth  provides  a  variety  of 
opportunities,  from  the  rigorous  discipline 
of  intercollegiate  competition  to  an  extensive 
intramural  schedule.  The  College's  Bobby 
WoU  Athletic  Field  features  an  eight-lane 
track  with  a  rubberized  asphalt  surface. 
Ample  indoor  recreational  space  is  provided 
in  the  College's  athletic  center,  which 
includes  Arthur  Glennie  Gymnasium, 


dedicated  in  1983,  and  the  old  gymnasium, 
completed  in  1925  and  extensively 
renovated  in  1984. 

Monmouth's  men  compete  on  the  varsity 
level  in  football,  soccer,  cross  country, 
basketball,  wrestling,  baseball,  and  track  and 
field.  Varsity  competition  is  offered  to 
Monmouth's  women  in  volleyball,  cross 
country,  basketball,  track  and  field, 
soccer,and  softball.  More  than  75  percent  of 
Monmouth's  students  are  actively  involved 
in  all  aspects  of  the  intercollegiate, 
intramural,  and  recreational  programs. 
Facilities  include  the  swimming  pool,  a 
billiard  room,  lighted  tennis  courts,  an  all- 
weather  track,  and  extensive  indoor  facilities. 

HCampus  Organizations.  The  student 
handbook  describes  the  many  campus 
organizations  that  serve  the  variety  of 
interests  found  among  Monmouth's 
students.  Honor  societies  enroll  students 
who  achieve  academic  distinction,  and 
several  groups  provide  for  those  whose 
talents  are  in  the  arts.  Seven  national  Greek 
organizations  (see  below)  add  an  important 
dimension  to  Monmouth  College  social  life. 
Notable  among  Monmouth's  traditionally 
strong  music  organizations  is  the 
Highlanders,  Monmouth  College's  pipers 
and  drummers.  The  Coalition  for  Women's 
Awareness,  the  Black  Action  and  Affairs 
Council,  Amnesty  International,  Monmouth 
Christian  Fellowship,  and  the  International 
Club  speak  to  the  special  needs  of  students 
with  particular  backgrounds  or  interests. 

Students  find  in  the  city  of  Monmouth  a 
congenial  and  friendly  community,  proud  of 
the  College  that  bears  the  same  name.  Many 
local  organizations  welcome  volunteer 
workers  from  the  student  body.  Local 
churches  invite  students  to  join  their 
congregations  and  often  depend  on  them  to 
be  organists,  soloists,  and  leaders  of  youth 
groups.  Similarly,  local  schools  have  come  to 
count  on  students  for  help  with  tutoring  and 
coaching.  Through  the  YMCA,  Warren 
Achievement  Center,  Jamieson  Community 
Center,  and  homes  for  the  elderly,  all  those 


who  wish  to  serve  find  significant,  rewarding 
opportunities. 

IGreek  Organizations.  Greek  letter 
societies  have  been  an  integral  part  of 
Monmouth  College  life  for  many  years,  for 
they  have  important  benefits  for  their 
members  and  the  campus.  All  Greek 
organizations  adhere  to  the  principle  of 
nondiscrimination  in  selecting  members.  All 
sororities  are  members  of  the  Panhellenic 
Council.  Fraternities  hold  membership  in 
the  Interfraternity  Council. 

Kappa  Delta 

Founded  at  Longwood  College, 
Farmville,  Virginia,  on  October  23,  1897, 
Kappa  Delta  has  more  than  one  hundred 
chapters  throughout  the  nation.  Monmouth 
College's  chapter  was  first  organized  in 
September,  1930,  as  a  local  sorority,  Theta 
Chi  Mu.  On  October  23,  1936,  it  became 
Beta  Gamma  chapter  of  National  Kappa 
Delta. 

Kappa  Kappa  Gamma 

Kappa  Kappa  Gamma  was  founded  at 
Monmouth  College  on  October  13,  1870. 
When  sororities  were  reestablished  on  the 
campus,  the  local  fraternity.  Kappa  Alpha 
Sigma,  organized.  This  group  was  reinstated 
as  Alpha  chapter  of  Kappa  Kappa  Gamma  in 
1934. 

Pi  Beta  Phi 

I.e.  Sorosis,  the  first  national  fraternity 
for  women,  was  founded  at  Monmouth 
College  April  27,  1867.  The  name  officially 
changed  to  Pi  Beta  Phi  in  1888.  After 
sororities  were  reestablished  at  Monmouth 
College,  Pi  Beta  Phi  returned  to  the  campus 
as  the  Alpha  chapter  of  the  fraternity. 

Alpha  Tau  Omega 

Alpha  Tau  Omega  was  founded  at 
Virginia  Military  Institute  in  Richmond, 
Virginia,  on  September  11,  1865.  Epsilon 
Nu  chapter  of  Alpha  Tau  Omega  was 
founded  at  Monmouth  May  3,  1947.  At 


that  time  all  the  members  of  the  local  Phi 
Kappa  Pi  fraternity  were  invited  to  become 
members  of  Alpha  Tau  Omega. 

Sigma  Phi  Epsilon 

Sigma  Phi  Epsilon  was  founded 
nationally  at  Richmond,  Virginia,  on 
November  1,  1901.  Since  then  171  chapters 
have  been  established  throughout  the  nation. 
Illinois  Gamma  of  Sigma  Phi  Essilon  was 
established  on  May  22,  1948,  after  merging 
with  Theta  Epsilon  Omega  fraternity. 

Zeta  Beta  Tau 

Zeta  Beta  Tau  fraternity  was  founded  at 
the  City  College  of  New  York  on  December 
29,  1898.  Delta  Lambda  chapter  colony  was 
founded  at  Monmouth  College  on  April  17, 
1968.  In  1989,  Zeta  Beta  Tau  was  the  first 
fraternity  to  eliminate  pledgeship. 

■College  Governance.  Because  all  members 
of  the  College  are  responsible  for  nurturing 
freedom  and  values  in  the  institution, 
Monmouth  has  traditionally  invested 
considerable  authority  in  its  student  body. 
The  College  has  fostered  the  candid 
evaluation  by  students  of  its  academic  and 
extracurricular  programs,  even  as  it  has 
encouraged  open  discussion  of  social  issues. 
Monmouth  has  long  recognized  that  it  must 
be  shaped  by  students'  interests  and 
responsive  to  students'  needs.  Accordingly, 
the  College  provides  extensive  opportunities 
for  students  to  be  involved  at  all  levels  of  its 
decision-making  processes. 

The  College's  system  of  governance 
involves  three  bodies  that  work  together  for 
the  welfare  of  the  whole.  The  Monmouth 
College  Senate  has  the  legal  responsibility 
and  authority  for  managing  the  College's 
resources.  It  delegates  certain  powers  to  the 
College's  administrative  officers,  faculty,  and 
students.  The  Senate  is  composed  of  no 
fewer  than  33  directors,  nine  of  whom  serve 
as  trustees  on  the  Executive  Committee.  To 
ensure  that  students'  views  are  heard  in  this 
highest  assembly,  the  officers  of  the  Student 
Association  sit  in  all  plenary  sessions  and 


with  Senate  committees. 

The  faculty,  charged  with  the 
responsibility  for  all  the  educational 
programs  of  the  College,  accomplishes  its 
work  through  its  Senate  and  various 
standing  committees.  Unless  specifically 
excluded  by  the  faculty's  statutes,  students 
participate  on  all  faculty  committees, 
helping  to  develop  policies  for  the  regulation 
of  the  institution's  corporate  life.  The 
monthly  meetings  of  the  faculty  are  open  to 
students,  and  any  member  of  the  College 
may  speak  to  an  issue  on  the  floor. 

The  body  politic  of  Monmouth's 
students  is  the  Student  Association,  which 
has  a  wide  interest  in  and  responsibility  for 
the  quality  of  student  life.  Its  legislative  body 
is  the  Student  Senate,  which  is  made  up  of 
the  association's  officers  and  elected 
representatives.  It  is  from  this  body, 
normally,  that  recommendations  for  action 
and  proposals  for  change  go  to  the  faculty 
and  the  trustees. 

IRights  and  Responsibilities.  The  College 
guarantees  its  students  a  number  of  rights 
consistent  with  its  encouragement  of 
individual  freedom.  The  right  of  every 
student  to  petition  the  faculty  on  his  or  her 
own  behalf  is  complemented  by  the  right  to 
speak  to  larger  questions  before  the  whole 
faculty  in  assembly.  The  right  of  free 
expression  in  the  College  newspaper  and  in 
other  publications  is  long-standing,  as  is  the 
right  of  students  collectively  to  decide  on  the 
use  of  student  activity  funds.  In  turn, 
students,  as  members  of  a  free  community, 
are  expected  to  share  responsibility  for  the 
welfare  of  the  College  and  to  defend  its  good 
name.  Accordingly,  the  Student  Association 
has  established  certain  rules  for  the 
regulation  of  student  life,  encouraging  a 
climate  of  shared  social  responsibility  in 
which  individual  freedom  for  all  can 
flourish.  These  freedoms  and  responsibilities 
are  detailed  in  the  student  handbook. 

Particular  regulations  deal  with  the  use  of 
alcoholic  beverages  on  campus;  the  College's 
position  is,  briefly,  that  it  will  permit 


students  in  their  residences  to  exercise 
responsibly  those  freedoms  in  the  use  of 
alcohol  afforded  them  by  the  State  of  Illinois 
and  that  it  will  attempt  to  educate  them  to 
the  potential  dangers  of  what  is  now  known 
to  be  a  drug. 

The  College  allows  a  student  in  good 
standing  to  keep  an  automobile  on  campus, 
provided  that  the  vehicle  is  registered  with 
the  College. 

In  accepting  admission  to  and  enrolling  at 
Monmouth  College,  students  implicitly 
agree  to  comply  with  College  regulations 
while  they  are  students  under  the  College's 
jurisdiction.  Monmouth  College  reserves  the 
right  to  suspend  or  dismiss  a  student 
whenever  in  its  judgment  the  welfare  of  the 
College  community  demands  such  action. 

HThe  Career  Planning  and  Placement 
Center.  Career  Planning  and  Placement 
provides  opportunities  to  develop  an 
understanding  of  self  and  to  explore  the 
world  of  work.  The  director  helps  assess 
career  interests,  measure  aptitudes,  prepare 
for  job  interviews,  and  compile  credentials. 
Workshops  and  special  programs  are  offered 
regularly.  A  job  vacancy  newsletter;  a  teacher 
candidate  directory;  practical  paid  and 
volunteer  work  experiences;  internships;  and 
interview  opportunities  with  potential 
employers,  graduate  and  professional 
schools,  and  alumni  are  also  available. 
Those  in  the  Career  Planning  and 
Placement  Center  see  career  planning  as  a 
life-long  process  and  provide  individual 
career  counseling  and  services  to  students  as 
well  as  alumni. 


Academic 
Program 


THE  MONMOUTH  PROGRAM 

■The  Semester  Calendar.  The  academic 
year  at  Monmouth  is  organized  into  two 
semesters.  In  each  semester,  students 
ordinarily  take  15  to  16  credits.  The  first 
semester  begins  in  late  August,  ending  before 
the  Christmas  holidays.  The  second  semester 
begins  in  the  middle  of  January,  ending  in 
early  May.  Depending  on  the  credit  value  of 
each  course,  students  might  anticipate  taking 
between  four  and  six  courses  each  semester. 

Most  courses  meet  for  three  50-minute 
periods  or  two  75-minute  periods  a  week, 
with  laboratory  or  studio  courses  having 
additional  sessions.  Individual  courses  are 
worth  one  to  five  semester  hours. 

HThe  Monmouth  Curriculum.  The 

program  of  study  at  Monmouth  College  is  a 
distinctive  answer  to  questions  that  critics  of 
higher  education  have  increasingly  urged 
upon  America's  colleges  and  universities: 
What  form  of  undergraduate  education  best 
prepares  people  to  live  in  a  rapidly  changing 
world?  How  can  we  provide  students  with 
marketable  skills  and  at  the  same  time 
propose  the  continuing  values  of  liberal 
education?  How  can  the  specific  interests  of 
the  individual  be  balanced  by  the  larger 
concerns  of  humanity? 

Reaffirming  Monmouth's  commitment  to 
the  best  traditions  of  American  collegiate 
education,  the  curriculum  adopted  by  the 
faculty  in  1981  comprises  four  elements:  the 
freshman  seminar,  the  required  components 
in  general  education,  the  student's  major 
program,  and  elective  courses.  While  each  of 
these  elements  has  its  specific  purpose, 
together  they  create  a  four-year  framework 
for  liberal  education.  The  required  elements 
provide  a  structure  to  guide  students  toward 


the  essential  goals  of  liberal  education.  At  the 
same  time,  other  elements  permit  students  to 
make  advised  choices  among  appropriate 
alternatives. 

The  curriculum  sets  up  creative 
interchanges  between  general  requirements 
and  specific  interests,  as  well  as  between  the 
largest  commitments  of  the  College  and  the 
particular  emphases  of  individual  courses. 
The  liberalizing  processes  are  realized 
through  these  exchanges  over  the  four  years 
of  study.  The  general  education  sequence 
provides  the  larger  context  of  knowledge  and 
human  experience,  raises  questions  of 
meaning  and  value,  and  provides  a  basis  for 
judging  the  purposes  and  methods  of 
particular  disciplines.  On  the  other  hand, 
work  in  a  single  area  of  interest  permits  a 
student  to  develop  special  skills  and  to  use 
the  methodology  of  the  discipline  for 
inquiry  in  depth;  it  teaches  students  to 
handle  the  detailed  information  of 
specialized  study  and  to  apply  understanding 
to  their  specific  purposes. 

•THE  FRESHMAN  SEMINAR.  The 
seminar,  taken  by  all  freshmen  in  their  first 
semester,  addresses  the  purposes  of  liberal 
and  collegiate  education.  It  helps  freshmen 
to  integrate  themselves  into  the  life  of  the 
College  and  to  develop  those  skills  essential 
to  college  work:  critically  reading  a  text, 
writing  papers,  using  the  library,  thinking 
analytically,  and  communicating  ideas  orally. 
As  a  foundation  course  for  the  general 
education  program,  the  seminar  raises  basic 
questions  about  human  beings  and  their 
achievements,  values,  and  purposes- 
questions  the  student  will  encounter  again 
and  again,  in  one  form  or  another,  both  in 
the  College  and  outside  it. 

Students  meet  three  times  a  week  with  a 


faculty  seminar  leader,  and  all  seminar 
groups  meet  together  on  Tuesday  at  11  a.m. 
for  a  colloquium,  lecture,  or  other 
presentation.  Students  earn  four  semester 
hours  of  credit  for  the  seminar. 

•DEPARTMENTAL  MAJOR.  To  bring 
coherence  to  their  course  work,  students 
eventually  organize  their  academic  program 
about  their  special  interest,  the  major  study. 
Sometimes  the  major  is  directly  linked  to  the 
career  the  student  intends  to  follow,  but 
often  it  is  not.  A  major  program  is  a 
comprehensive  examination  of  a  particular 
discipline  or  topic,  a  rigorous  study  in  depth 
that  leads  the  student  to  understand  what  is 
necessary  to  claim  knowledge  of  or 
competence  in  a  subject. 

Students  may  take  a  major  program  in  a 
single  discipline,  fulfilling  the  requirements 
set  by  the  department.  The  departmental 
major  provides  an  appropriate  culminating 
experience  during  the  senior  year:  a  special 
seminar,  a  thesis,  or  an  independent  study 
project. 

Each  department  publishes  a  description 
of  the  purposes  and  scope  of  the  major 
program  in  its  discipline(s),  identifying  the 
courses  that  are  required.  No  more  than  40 
semester  hours  may  be  required  in  a 
discipline.  Students  may  take  additional 
courses  in  the  department  as  electives,  but 
they  may  count  no  more  than  50  semester 
hours  in  a  single  department  toward  the  1 24 
semester  hours  required  for  the  degree.  (The 
Curriculum  Committee  can  recommend 
exceptions  to  the  faculty.) 

•TOPICAL  MAJOR.  The  topical  major 
provides  a  unique  opportunity  for  the 
student  who  wants  to  pursue  in  depth  an 
interest  area  that  bridges  the  subject  area  of 
several  departments.  The  student's  advisor 
plays  an  important  role  in  helping  to  plan  a 
topical  major.  The  topical  major  consists  of 
at  least  36  semester  hours,  18  of  them  at  the 
300  or  400  level.  One  of  these  courses  must 
be  designated  as  the  culminating  experience. 
The  Admissions  and  Academic  Status 
Committee  must  approve  the  proposed 
courses  and  formally  appoint  the  advisor 


who  will  guide  the  student.  Requests  for 
approval  must  be  filed  at  least  one  year 
before  the  student's  graduation. 

•FREE  ELECTIVES.  The  Monmouth 
curriculum  provides  students  with  10  to  14 
elective  courses,  depending  upon  the  scope 
of  their  major  program.  Electives  provide 
opportunities  for  enrichment  and 
experimentation.  A  student  may  choose  to 
take  additional  courses  in  the  major 
department  (up  to  the  limit  of  50  semester 
hours),  to  develop  a  minor,  or  to  enhance 
the  work  of  the  general  education  program. 

•GENERAL  EDUCATION 
COMPONENTS.  The  tides  of  the 
components  of  the  general  education 
program  direct  students'  attention  toward 
the  lasting  concerns  of  educated  men  and 
women,  interests  that  go  beyond  the  college 
years  and  academic  institutions.  General 
education  is  more  than  a  simple  call  for 
breadth  or  for  diversifying  in  many  academic 
departments.  It  is  a  purposeftil  inquiry  into 
those  activities,  forms,  and  institutions  that 
define  civilization  and  those  experiences  that 
define  our  shared  humanity.  General 
education  is  intended  to  help  students  look 
beyond  individual  courses  and  disciplines  to 
those  topics  that  should  interest  them  for  a 
lifetime. 

The  Monmouth  curriculum  identifies  the 
largest  elements  of  the  College's  academic 
interests  as  the  five  components  of  the 
general  education  program.  Each 
component  intentionally  crosses  the 
traditional  lines  of  the  academic  divisions, 
arguing  implicitly  that  these  concerns  cannot 
be  contained  within  the  disciplines.  Each 
proposes  that  a  synthesis  of  the  disciplines  is 
necessary  if  knowledge  is  to  serve  the  largest 
human  interests. 

The  general  education  program,  which 
accounts  for  37of  the  124  semester  hours 
required  for  graduation,  is  organized  so  that 
the  student  is  enrolled  in  at  least  one 
component  each  year.  The  components 
called  Language  and  Issues  and  Ideas  are 
required  respectively  in  the  freshman  and 
senior  years.  The  other  three  components 


10 


may  be  distributed  to  suit  the  student's 
schedule,  provided  that  other  conditions  are 
met. 

Language.  The  creation  and  use  of 
language  is  the  most  significant  achievement 
of  human  beings,  for  our  ability  to  organize 
our  understanding  in  verbal  symbols  and  to 
communicate  sets  us  apart  from  all  other  life 
forms.  The  symbols  of  our  language  make 
communication  possible  at  many  different 
levels  of  meaning  and  allow  us  to  translate 
our  private  experience  into  universal  terms. 
Our  native  language  admits  us  to  the 
experience  of  all  who  use  and  have  used  it.  It 
is  the  medium  that  bears  the  largest  part  of 
our  cultural  heritage  from  one  generation  to 
another.  A  sure  understanding  of  language  is 
the  foundation  of  all  knowledge,  and  the 
ability  to  use  verbal  symbols  effectively  is  the 
most  important  of  all  skills. 

At  its  deepest  levels,  language 
communicates  in  metaphorical  terms, 
conveying  feelings  and  intuitions  that  cannot 
be  expressed  in  direct,  literal  language. 
Beyond  examining  the  oral  and  written  uses 
of  language  as  explicit  forms  of 
communication,  then,  the  study  of  language 
also  entails  considering  the  symbolic  uses  of 
words  to  express  more  than  literal  meanings, 
to  create  particular  effects,  or  to  influence 
the  reader  or  listener  in  certain  ways. 

This  component  provides  that  every 
student  have  experience  with  a  second 
language.  The  study  of  a  foreign  language 
allows  students  to  see  that  their  native 
language  often  reflects  cultural  needs  and 
interests  at  the  same  time  that  it  shares  many 
basic  patterns  with  other  languages. 

No  element  of  this  component  is 
considered  complete  in  itself.  Even  together 
they  are  only  an  introduction  to  what  must 
be  a  continuing  activity  for  all  students:  the 
effort  to  attain  a  more  sophisticated 
understanding  of  language  and  ever  greater 
skill  in  its  use.  For  it  is  language  which 
nearly  completely  defines  our  intellectual 
world  and  our  common  human  experience. 

The  requirements  in  this  component  are 
(a)  one  course  in  speech  (unless  exempted  by 


prior  study)  that  deals  with  communication 
theory  and  provides  practice  in  spoken 
English,  taken  in  the  freshman  year;  (b)  one 
course.  Composition  and  Literature  (English 
110),  that  deals  with  the  metaphorical  use  of 
language  and  provides  experience  in  writing, 
taken  in  the  freshman  year;  and  (c) 
competence  in  a  foreign  language  at  the  level 
of  the  102  course.  The  classics  and  modern 
foreign  languages  departments  place  or 
exempt  students  on  the  basis  of  competence 
demonstrated  in  prior  study  and/or  a  test 
administered  during  new  student 
orientation.  International  students  whose 
native  language  is  other  than  English  meet 
the  foreign  language  requirements  by 
demonstrating  their  competency  in  English, 
which  is  for  them  a  foreign  language. 

The  Physical  Universe  and  Its  Life 
Forms.Wnvaiin  beings  are  part  of  nature  even 
while  they  transcend  it  by  examining  and 
describing  it  and  by  imagining  very  different 
worlds.  Any  statement  about  human  beings 
that  ignores  their  relationship  to  the  rest  of 
nature  is  incomplete  and  misleading.  The 
natural  world  is  usually  dealt  with  as  though 
it  could  be  divided  into  two  parts:  the 
physical  universe  and  living  things.  That 
division,  convenient  but  arbitrary,  is  useful 
because  the  differences  between  the  two 
seem  obvious.  Yet  living  things  are  an 
integral  part  of  the  physical  universe,  made 
of  the  same  stuff  and  obedient  to  the  same 
laws.  Humankind  shares  with  all  other  living 
things  the  limitations  imposed  by  natural 
laws,  but  human  beings,  having  learned  how 
to  manipulate  nature,  have  responsibilities 
not  shared  by  other  life  forms. 

In  this  component,  students  become 
sufficiently  acquainted  with  the  workings  of 
the  biological  and  physical  worlds  to 
understand  the  place  of  human  beings  in 
nature  and  their  dependence  on  both  the 
physical  universe  and  the  rest  of  the  living 
world.  They  see  the  fragility  of  planet  Earth 
and  the  living  things  upon  it,  and  they 
perceive  their  responsibility  to  presers^e  and 
conserve  these  two  worlds.  Students  also 
gain  a  working  knowledge  of  the  philosophy 


11 


and  methods  of  scientists  as  well  as  an 
appreciation  of  the  limits  of  science  and  its 
mechanistic  view  of  the  natural  world. 

The  requirements  in  this  component  are 
two  courses,  preferably  taken  before  the  end 
of  the  junior  year:  (a)  one  course  with 
laboratory  in  chemistry  or  physics;  and  (b) 
one  unit  course  with  laboratory  in  biology 
or  psychology. 

Beauty  and  Meaning  in  Works  of  Art. 
Works  of  art-achievements  of  the  creative 
imagination  in  literature,  music,  art,  and 
theater-are  among  the  supreme 
accomplishments  of  the  human  spirit.  Other 
components  of  the  general  education 
program  emphasize  human  beings  in  the 
group;  here  the  central  interest  is  the 
creations  of  individuals.  Yet  that  interest  is 
tempered  by  the  recognition  that  great 
works  of  art  seem  to  evoke  a  universal 
response. 

Human  beings  have  found  in  the  arts 
ways  to  comprehend  their  world  and  to 
celebrate  their  creativity,  to  shape  and  give 
order  to  their  experience  of  life,  to  express 
their  most  private  feelings,  and  to  affirm 
their  sense  of  a  universal  human 
community.  The  arts  transmit  the  wealth  of 
the  past  to  contemporary  civilization  and 
give  promise  of  transmitting  to  the  future 
the  best  of  the  present. 

To  value  the  arts  fully,  students  should 
learn  their  appreciation  and  participate  in 
their  creation.  In  this  component  the  study 
of  great  examples  of  a  particular  art  form  is 
balanced  by  creative  work:  writing,  painting, 
composing,  playing,  or  making. 

The  requirements  in  this  component  are 
six  semester  hours,  preferably  taken  before 
the  end  of  the  junior  year:  (a)  one  course 
emphasizing  appreciation;  and  (b)  two 
semester  hours  emphasizing  participation  in 
the  creative  process. 

Human  Societies.  Humans  are  social 
beings,  our  lives  and  ideas  considerably 
shaped  by  society  and  its  institutions. 
Formative  influences  come  to  us  from  our 
immediate  contact  with  others  (our  family 
and  friends),  from  our  experiences  in 


institutions  and  organizations  (schools, 
corporations,  churches,  and  government), 
and  from  that  large,  subtle,  pervasive  set  of 
ways  of  thinking  and  doing  we  call  culture. 
Society  shapes  us  in  ways  we  may  not 
suspect.  It  may  affect  our  attitudes  of  trust 
and  mistrust,  of  optimism  or  pessimism;  it 
may  influence  our  sense  of  community  or 
individual  identity  and  provide  the  store  of 
ideas  within  which  we  do  our  thinking. 

Just  as  we  need  to  understand  the 
influences  of  our  own  society,  so  to  function 
effectively  in  an  age  of  cultural  pluralism  we 
need  to  study  societies  different  from  our 
own.  The  comparative  study  of  societies 
helps  us  look  critically  upon  assumptions  we 
might  otherwise  never  challenge  and  it 
enhances  our  appreciation  of  our  own 
culture. 

The  requirements  of  this  sequence  are 
Interdisciplinary  Studies  20 1 ,  a  sophomore 
level  course  in  comparative  societies, 
followed  by  one  course  within  a  discipline 
focusing  on  a  particular  society  or 
institution. 

Students  are  exempted  by  the  registrar 
from  one  three-credit  course  for  each 
semester  they  are  enrolled  in  an  off-campus 
program. 

Issues  and  Ideas.  The  final  requirement  in 
the  general  education  program  consists  of 
courses  which  address  issues  and  ideas  that 
any  responsible  citizen  must  confront.  These 
are  courses  which  draw  upon  the  maturity 
and  intellectual  flexibility  of  students  in  their 
senior  year.  They  engage  the  student  with 
problems  and  ideas  that  directly  address  the 
conditions  and  well-being  of  life. 

These  courses  include,  but  are  not  limited 
to,  issues  and  ideas  such  as  the  continuing 
presence  of  wars;  what  we  understand  a  just 
society  to  be;  the  question  of  personal 
identity  and  the  self;  or  responsible  i  i 

relationships  with  the  natural  world. 

These  courses  incorporate  the  perspectives 
of  various  viewpoints  since  they  deal  with 
questions  that  transcend  immediate 
professional  and  intellectual  vantages.  They 
elicit  a  recognition  of  and  a  critical  response 


12 


to  shared  and  continuing  human  concerns. 

Students  are  expected  to  complete  one 
course  in  their  senior  year. 

BRequirements  for  the  Degree.  In 

summary  form,  these  are  the  requirements 
for  the  degree: 

1.  Four  years  of  academic  work  in  which 
the  student  earns  at  least  124  semester  hours 
of  credit.  An  average  of  C  (2.00)  or  higher 
must  be  obtained  in  course  work  taken  at 
Monmouth  College.  The  senior  year 
residency  requirement  stipulates  that  after 
attaining  senior  status  (90  semester  hours), 
at  least  27  semester  hours  of  the  remaining 
credits  required  for  the  degree  must  be 
granted  by  the  College. 

2.  Completion  of  the  freshman  seminar 
with  a  passing  grade. 

3.  Completion  of  a  major  program  with 
at  least  a  C-grade  in  courses  counted  toward 
the  major  and  an  overall  C  average  (2.0)  in 
those  courses. 

4.  Completion  of  the  five  components  of 
the  general  education  program:  Language, 
The  Physical  Universe  and  Its  Life  Forms, 
Beauty  and  Meaning  in  Works  of  Art,  Human 
Societies,  and  Issues  and  Ideas. 

5.  Payment  of  all  current  financial 
obligations  to  the  College. 

lApplication  for  Degree.  Candidates  for 
the  Bachelor  of  Arts  degree  must  make 
formal  application  to  the  registrar  one  year 
in  advance  of  their  expected  graduation. 

BGeneral  Education  Courses.  Courses  that 
satisfy  the  requirements  of  the  general 
education  program  are  designated  by  the 
faculty.  In  addition  to  the  courses  listed, 
some  courses  that  vary  in  content  satisfy 
requirements  when  particular  topics  are 
offered.  Such  courses  are  listed  in  semester 
course  schedules. 
•LANGUAGE. 
(a)  One  course  in  speech  that  deals  with 
communication  theory  and  provides  practice 
in  spoken  English,  taken  in  the  freshman 
year:  Speech  Communication  and  Theater 


Arts  101.  Fundamentals  of  Speech 
Communication. 

(b)  One  course  that  deals  with  the 
metaphorical  use  of  language  and  provides 
experience  in  writing,  taken  in  the  freshman 
year:  English  110.  Composition  and 
Literature. 

(c)  Competence  in  a  foreign  language  at  the 
level  of  the  102  course,  in  the  freshman  or 
sophomore  year: 

French  101-102.  Elementary. 
German  101-102.  Elementary. 
Greek  101-102.  Elementary. 

or  Greek  101-212.  Elementary-Biblical. 
Latin  101-102.  Elemehtary. 
Spanish  101-102.  Elementary. 

•  THE  PHYSICAL  UNIVERSE  AND  ITS 
LIFE  FORMS.  Two  courses  taken  before  the 
end  of  the  junior  year. 

(a)  One  course  with  laboratory  in  chemistry 
or  physics: 

Chemistry  100.  Chemistry:  A  Cultural 

Approach 
Chemistry  130.  Organic  Chemistry  I. 

(Satisfies  requirement  of  students  in  a 
program  in  health  careers  and  for  students 
who  complete  the  chemistry  sequence 
through  Chemistry  220.) 
Physics  103.  Astronomy. 
Physics  130.  Introduction  to  Physics  I. 
Physics  132.  Introduction  to  Physics  II. 

(b)  One  course  with  laboratory  in  biology  or 
psychology: 

Biology  101.  Life  on  Earth. 
Biology  111.  General  Zoology. 

(Satisfies  requirement  for  biology  and 

health  career  majors  only.) 
Biology  112.  General  Botany. 

(Satisfies  requirement  for  biology 

majors  only.) 
Biology  201.  Field  Botany. 
Psychology  101.  Introduction  to 

Psychology. 

•BEAUTY AND  MEANING  IN  WORKS 
OF  ART.  Five  semester  hours  taken  before 
the  end  of  the  junior  year, 
(a)  One  course  emphasizing  appreciation  and 
interpretation: 


13 


Art  200.  Introduction  to  the  History  of  Art: 
Prehistoric  Through  Medieval. 

Art  201.  Art  History  Survey:  Renaissance 
Through  Modern. 

Classics  210.  Ancient  Literature. 

Classics  230.  Classical  Gods  and  Heroes. 

English  240.  Russian  Literature  of  the 
19th  Century. 

History  206.  The  Enlightenment. 

History  207.  Modernism. 

History  208.  19th  Century  Arts  and  Letters. 

History  209.  Russian  Cultural  History. 

Music  101.  Introduction  to  Music. 

Music  203.  Evolution  of  Jazz. 

Philosophy  315.  Aesthetics. 

Speech    Communication  and  Theater  Arts 

110.  Introduction  to  the  Theater. 
Speech  Communication  and  Theater  Arts 

316.  The  Classical  Theater. 

Speech  Communication  and  Theater  Arts 

317.  The  Modern  Theater. 

(b)  Two  semester  hours  emphasizing 

participation  in  the  creative  process: 

Art  121.  Drawing  I. 

Art  123.  Sculpture  I. 

Art  125.  Ceramics  I:  Handbuilt  Clay. 

Art  126.  Ceramics  I:  Wheel  Thrown  Clay. 

Art  142.  Painting  I. 

Art  211.  Design. 

Art  236.  Photography. 

English  210.  Creative  Writing. 

Music  131.  Jazz  Band. 

Music  132.  Vocal  Jazz. 

Music  133.  Sound  of  Five:  Vocal. 

Music.  134. Sound  of  Five:  Instrumental. 

Music  145/146.  Piano. 

Music  151/152.  Voice. 

Musicl55/156.Strings:Cello. 

Music  181.  Vocal  Chamber  Music. 

Music  182.  Instrumental  Chamber  Music. 

Music  184.  Concert  Choir. 

Music  185.  Wind  Ensemble. 

Music  186.  Highlanders. 

Speech  Communication  and  Theater  Arts 

111.  Introduction  to  Technical  Theater. 
Speech  Communication  and  Theater  Arts 

113.  Theater  Arts:  Workshops 
Speech  Communication  and  Theater  Arts 
212.  Beginning  Acting.  .     . 


•HUMAN SOCIETIES.  Two  courses  at 
the  sophomore  or  junior  level  taken  before 
the  end  of  the  junior  year. 

(a)  One  course  in  comparative  societies: 
Interdisciplinary  Studies  201.  Comparative 
Societies. 

(b)  One  course  focusing  on  a  particular 
society  or  institution. 

Art  304.  Asian  Art  and  Culture. 

Business  Administration  110.  Evolution  of 

Commercial  Institutions. 
Business  Administration  111.  Industry 

Analysis. 
Classics  211.  History  of  Greece. 
Classics  212.  History  of  Rome. 
Classics  240.  Ancient  Society. 
Economics  120.  Contemporary  Economic 

Problems. 
Economics  200.  Principles  of  Economics. 
Economics  351.  Comparative  Economic 

Systems. 
Government  103.  American  Politics. 

(Satisfies  requirement  for  Teacher 

Certification  candidates  only. 
Government  202.  Modern  Japan. 
Government  244.  The  Politics  of  Islam. 
Government  245.  The  Politics  of 

Developing  Nations. 
Government  270.  Global  Affairs. 
History  110.  Columbus  and  The  European 
Encounter  with  America. 
History  111.  U.S.  History.  (Satisfies 

requirement  for  Teacher  Certification 

candidates  only.) 
History  202.  Modern  Japan. 
History  211.  History  of  Greece. 
History  212.  History  of  Rome. 
History  222.  Medieval  History. 
History  236.  Russian  History. 
History  240.  Ancient  Society. 
History  301.  History  of  China. 
History  302.  History  of  the  Middle  East. 
History  303.  History  of  India  and  South  Asia. 
History  304.  History  of  Sub-Sahara  Africa. 
History  305.  History  of  Mexico. 
Philosophy  207.  Ethics:  Philosophical  and 

Religious 
Philosophy  300.  Philosophy  and  Religions 

of  Asia 


14 


Philosophy  307.  Modern  and  Contemporary 

Philosophy. 
Philosophy  309.  Classical  and  Medieval 

Philosophy. 
Psychology  340.  Personality. 
Religious  Studies  101.  Introduction  to  the 

Old  Testament. 
Religious  Studies  107.  Western  Religious 

Traditions 
Religious  Studies  203.  History  of 

Christianity  I:  Origins  to  Reformation. 
Religious  Studies  204.  History  of 

Christianity  II:  Reformation  to  Present. 
Religious  Studies  207.  Ethics:  Philosophical 

and  Religious 
Religious  Studies  210.  Judaism  and  Islam. 
Religious  Studies  244.  The  Politics  of  Islam 
Religious  Studies  300.  Philosophy  and 

Religions  of  Asia. 
Religious  Studies  302.  History  of  the 

Middle  East. 
Religious  Studes  303.  History  of  India  and 

South  Asia. 
Sociology  327.  Sociology  of  Medicine. 
Sociology  341.  Urban  Sociology. 
Sociology  347.  Gender,  Race  and  Ethnicity 
Speech  Communication  and  Theater  Arts 

221.  Mass  Media  and  Modern  Society. 

•ISSUES  AND  IDEAS  One  course  taken 
in  the  senior  year: 
SYTB  401 .  A  Christian  View  of  Human 

Nature. 
SYTB  402.  Classical  Mythology  and 

Religion. 
SYTB  405.  The  Future  of  Religions  in  Our 

Twenty-first  Century. 
SYTB  410.  Environmental  Ethics. 
SYTB  434.  War  and  Peace. 
SYTB  435.  Political  Philosophy  from  Plato 

to  the  Present. 
SYTB  436.  Poetics  of  the  Self. 
SYTB  437.  The  New  Individual. 
SYTB  440.  Feminism  and  Communication. 
SYTB  444.  The  Politics  of  Islam. 
SYTB  468.  The  Arts  in  Society. 
SYTB  470.  Biotechnology  and  Human 

Values. 
SYTB  471.  Ecology  of  Overpopulation. 


SYTB  472.  Fiction  and  Industrial  Society. 
SYTB  477.  Energy  Resources. 

ACADEMIC  POLICIES 

■Advanced  Standing  and  Early 
Graduation.  While  the  Monmouth 
curriculum  is  a  carefully  designed  program 
intended  to  occupy  students  fully  for  four 
years,  some  exceptionally  well-prepared 
students  may  seek  early  graduation  in  order 
to  pursue  other  educational  opportunities. 
Such  students  may  obtain  approval  for  a 
program  of  work  that  will  allow  them  to 
earn  the  degree  in  fewer  than  eight 
semesters.  A  student  who  wishes  to  graduate 
early  must  propose  a  program  to  the 
Curriculum  Committee  at  least  one  year 
before  the  proposed  graduation  date  and 
show  that  he  or  she  will  accomplish  not  only 
a  minimum  credit  count  but  will  also  satisfy 
the  requirements  of  the  curriculum  in  an 
exemplary  fashion.  A  proposal  for  early 
graduation  may  include  credit  for  work  done 
in  the  Advanced  Placement  Program  (APP) 
or  in  summer  school.  Monmouth  College 
grants  advanced  placement  and  awards 
credit  for  all  APP  work  that  receives  a  grade 
of  3  or  better  in  disciplines  offered  in  the 
Monmouth  curriculum. 

Students  who  seek  advanced  placement  or 
credit  on  the  basis  of  APP  examinations 
should  consult  the  registrar.  Placement  or 
credit  can  be  granted  with  the  registrar's 
approval  when  a  student  has  received  a  grade 
of  at  least  3  and  is  recommended  by  the 
student's  faculty  advisor  and  the  department 
concerned.  Placement  without  credit  may  be 
granted  on  the  basis  of  a  test  administered  by 
a  department. 

■Credit  by  Examination.  A  student  in  good 
academic  standing  may  earn  credit  in  a 
course,  but  no  grades,  by  satisfactory 
performance  on  an  examination  which  is 
administered  by  the  department  concerned 
and  is  sufficiently  comprehensive  to  prove 
mastery  of  the  course.  Such  an  examination 
may  require  a  written  part,  an  oral  part,  a 


15 


term  paper,  and  a  laboratory  experience. 
Performance  at  the  C-  level  shall  be  the 
minimum  acceptable;  however,  the 
individual  departments  may  set  higher 
standards.  A  student  may  not  earn  credit  by 
examination  for  any  course  for  which  credit 
has  already  been  earned.  A  maximum  of  five 
semester  credits  can  be  earned  through 
credit  by  examination. 

Prior  to  taking  such  an  examination,  a 
student  must  secure  the  written  approval  of 
the  advisor,  the  chair  of  the  department,  the 
instructor  who  will  administer  the 
examination,  and  the  Dean  of  the  College. 
The  student  shall  be  advised  of  the  score  of 
the  examination  and  whether  the 
department  requires  minimum  performance 
of  a  higher  level  than  C-. 

The  fee  is  one-half  the  charge  assessed  per 
semester  credit. 

■Enrollment  in  an  Overload.  A  student 
may  register  for  an  overload  of  1 9  or  20 
semester  hours  upon  approval  of  the  advisor. 
A  student  in  the  first  semester  of  residence 
or  on  probation  must  also  have  the  approval 
of  the  Admissions  and  Academic  Status 
Committee  of  the  faculty. 

A  student  wishing  to  register  for  more 
than  20  semester  hours  must  have  the 
approval  of  the  Admissions  and  Academic 
Status  Committee  of  the  faculty. 

■Class  Attendance.  Monmouth  College 
expects  students  to  attend  class  and  holds 
them  responsible  for  all  work  assigned  in  a 
course.  Faculty  members  set  their  own 
specific  attendance  policies  which  are 
described  in  their  syllabi. 

When,  in  the  instructor's  judgment,  a 
student  has  excessive  absences,  he/she  may 
place  the  student  on  a  "No  Cut"  status  and 
require  that  all  further  absences  be  explained 
or  excused.  The  instructor  will  notify  the 
student's  academic  advisor  and  the  Dean  of 
the  College  that  the  student  has  been  placed 
on  "No-Cut."  Students  who  continue  to 
miss  classes  after  being  placed  on  this  status 
may  be  dismissed  from  the  course  with  an  F. 


A  student  will  be  dropped  from  a  course 
if  he/she  misses  the  first  two  class  meetings, 
the  course  has  a  limited  enrollment,  and  the 
instructor  requests  that  the  student  be 
withdrawn.  The  student  will  not  be  dropped 
if  he/she  previously  indicates  to  the  registrar 
that  the  place  be  held  and  the  reason  given 
represents  a  valid  necessity. 

■Registration.  Students  must  register  at  the 
scheduled  time  for  all  courses  for  which  they 
seek  credit.  They  must  assume  responsibility 
for  being  properly  enrolled  in  each  course. 
Details  of  the  registration  process  are  sent  to 
students  in  a  timely  fashion  by  the  registrar's 
office.  (New  students  select  courses  during 
the  summer  registration  period.)  Courses  are 
selected  in  consultation  with  the  student's 
faculty  advisor.  All  changes  in  registration 
require  the  written  permission  of  the  course 
instructors  involved  and  the  student's 
advisor.  A  fee  is  charged  for  each  course 
change  made  after  the  first  week  of  classes. 
No  student  may  add  a  course  after  the  first 
week  of  classes.  A  course  cannot  be  dropped 
after  the  ninth  week  without  the  permission 
of  the  dean  of  the  College. 

■The  Grading  System.  The  grading  system 
at  Monmouth  uses  these  symbols:  A,  A-,  B+, 
B,  B-,  C+,  C,  C-,  D+,  D,  D-,  and  F.  Other 
symbols  used  in  appropriate  circumstances 
are  W  (Withdrawn  Passing),  WF 
(Withdrawn  Failing),  I  (Incomplete),  IP  (In 
Progress),  CR  (Credit),  NC  (No  Credit), 
AU  (Audited  course),  and  NAU  (Audited 
course  not  fulfilled). 

•THE  W  (WITHDRAWN  PASSING)  is 
used  when  a  student  withdraws  from  a 
course  before  the  end  of  the  ninth  week.  To 
withdraw  from  a  course  after  the  first  week, 
a  student  must  have  the  consent  of  the 
instructor  of  the  course  and  the  advisor.  A 
student  cannot  withdraw  from  a  course  after 
the  ninth  week  of  classes  except  for  illness  or 
other  circumstances  beyond  his  or  her 
control.  The  approval  of  the  Dean  of  the 
College  is  necessary.  If  the  student  is 
permitted  to  withdraw  after  the  ninth  week. 


16 


the  instructor  reports  W  (Withdrawn 
Passing)  or  WF  (Withdrawn  Failing). 

•THE  I  (INCOMPLETE)  may  be  given 
when  a  situation  arises  that  is  beyond  the 
student's  control  and  which  precludes 
completion  of  required  work  or  if  the 
instructor  needs  further  time  for  evaluation. 

For  an  incomplete  grade  received  during 
the  fall  semester  or  summer  session,  the 
student  will  ordinarily  complete  the  work  by 
the  end  of  the  second  week  of  the  following 
semester.  For  an  incomplete  grade  received 
during  the  spring  semester,  the  student  will 
ordinarily  have  a  period  of  three  weeks, 
commencing  immediately  after  the  last 
College  examination  day,  to  complete  the 
required  work. 

If  the  work  is  not  completed  at  the  end  of 
the  designated  time,  the  registrar  will  consult 
with  the  instructor  as  to  the  disposition  of 
the  grade  (normally  conversion  to  an  "F" 
grade) . 

It  is  generally  the  responsibility  of  the 
student  to  take  the  initiative  in  requesting 
the  incomplete  grade  and  making 
arrangements  with  the  instructor  for  its 
removal. 

•THE  IP  (IN  PROGRESS)  is 
appropriate  for  those  courses  in  which  the 
work  may  not  normally  be  completed  in  one 
semester  (seminar,  individualized  study, 
research,  etc.).  However,  it  is  expected  that 
the  work  will  be  completed  in  the 
subsequent  semester. 

If,  at  the  end  of  the  semester  subsequent 
to  the  one  in  which  the  work  began,  the 
course  requirements  are  not  completed,  the 
registrar  will  consult  with  the  instructor  as  to 
the  disposition  of  the  grade  (normally 
conversion  to  an  "F"  grade). 

•CR  (CREDIT)  and  NC  (NO  CREDIT) 
are  the  marks  recorded  for  courses  in  which 
traditional  grades  (A,  B,  and  so  forth)  are 
not  awarded.  Such  courses  are  noted  in  the 
catalog. 

■Grade-Point  Average.  For  the  purpose  of 
computing  a  student's  average,  A  =  4,  A-  = 
3.667,  B+  =  3.333,  B  =  3,  B-  =  2.667,  C+  - 


2.333,  C  =  2,  C-  =  1.667,  D+  =  1.333,  D  = 
1,  D-  =  0.667,  and  F  =  0.  The  average  is 
determined  by  dividing  the  number  of 
points  earned  during  the  semester  by  the 
number  of  graded  credits  carried.  The 
cumulative  grade-point  average  is  the  total  of 
all  grade  points  earned  divided  by  the  total 
number  of  graded  credits  taken.  Courses 
transferred  from  other  institutions  are  not 
included  in  the  grade-point  average.  Only 
courses  for  which  final  letter  grades  have 
been  recorded  are  included  in  the  grade- 
point  average. 

Courses  taken  after  graduation  are  not 
included  in  the  cumulative  grade  point 
average. 

HRepeating  a  Course.  Repeating  a  course 
eliminates  the  grade  and  credit  previously 
earned  and  substitutes  for  it  the  current 
grade  and  credit  earned  in  the  calculation  of 
the  grade-point  average.  Both  the  earlier  and 
the  later  grades  continue  to  be  shown  on  the 
transcript.  Students  who  wish  to  repeat  a 
course  they  have  previously  taken  must  file 
the  appropriate  form  with  the  registrar's 
office  and  the  financial  aid  office. 

■Appeals  and  Petitions.  A  student  has  the 
right  of  appeal  on  any  academic  regulation. 
A  student  wishing  to  appeal  a  grade  should 
first  consult  the  instructor  awarding  the 
grade,  then  the  chair  of  the  department. 
Further  appeal  can  be  made  by  petitioning 
the  Dean  of  the  College,  who  may  act  or 
send  the  petition  to  the  Admissions  and 
Academic  Affairs  Committee  of  the  faculty 
for  its  consideration  and  advice.  A  separate 
grievance  procedure  applies  on  matters 
related  to  teacher  education  and  certification 
issues  and  the  procedure  in  such  situations  is 
governed  by  the  statement  of  Teacher 
Education  Program  Procedures. 

■Academic  Honors. 

•COLLEGE  HONORS  AT 
GRADUATION.  College  Honors  celebrate 
overall  academic  achievement.  Students  with 
a  cumulative  grade-point  average  of  3.50  or 


17 


higher  are  graduated  cum  laude,  with  3.75  or 
higher  magna  cum  laude,  and  with  3.90  or 
higher  summa  cum.  laude. 

•HONOR  SCHOLARS.  Students  who 
successfully  complete  the  Honors  Program 
will  be  recognized  at  Commencement;  this 
status  will  also  be  noted  on  transcripts. 

•DEPARTMENTAL  HONORS. 
Departmental  Honors  at  graduation  are 
based  on  superior  performance  in  the 
culminating  experience  of  the  major  depart- 
ment, provided  that  the  student  has  a  grade- 
point  average  of  3.50  or  higher  in  courses 
taken  toward  the  major  in  that  department. 
The  department  may  establish  additional 
requirements. 

•ELIGIBILITY  FOR  DEAN'S  LIST.  At 
the  end  of  each  semester,  students  earning  at 
least  1 2  semester  hours  of  letter-grade  credits 
and  achieving  a  grade-point  average  of  3.67 
or  higher  are  named  to  the  Dean's  List. 

•ELIGIBILITY  FOR  HONOR  ROLL. 
At  the  end  of  each  semester,  students  earn- 
ing at  least  12  semester  hours  of  letter-grade 
credits  and  achieving  a  grade-point  average 
of  3.50  or  higher  are  named  to  the  Honor 
Roll. 

lAcademic  Status. 

•CLASSIFICATION.  A  full-time  student 
is  any  student  officially  enrolled  for  1 2  or 
more  credits  per  semester.  Part-time 
students  are  classified  as  follows:  A  half-time 
student  is  any  student  enrolled  for  fewer 
than  12  but  not  fewer  than  six  credits  per 
semester.  A  student  who  is  less  than  half- 
time  is  one  officially  enrolled  for  fewer  than 
six  credits  per  semester.  Official  enrollment 
is  defined  as  the  credits  for  which  a  student 
is  registered  at  the  end  of  the  period  for 
adding  a  course. 

All  students  are  classified  at  the  beginning 
of  each  semester  on  the  number  of  credits 
earned:  freshman,  fewer  than  28  credits; 
sophomore,  28  but  fewer  than  59  credits; 
junior,  59  but  fewer  than  90  credits;  and 
senior,  90  or  more  credits. 

•PROBATION  AND  DISMISSAL.  The 
typical  full-time  student  earns  14-18  credits 


each  semester;  by  earning  3 1  credits  each 
year,  a  student  may  normally  graduate  in 
four  years.  Degree-seeking  students  muct 
achieve  minimal  progress  toward  the  degree 
in  order  to  remain  in  good  academic  stand- 
ing and  be  eligible  for  financial  aid  .  The 
following  criteria  is  not  the  norm  and 
represents  the  minimal  or  lowest  acceptable 
level  of  academic  achievement. 

Semes-         Year  in         Credits    Cumulative 
ters  Residence     Earned    G.P.A. 

1  First  12  1.60 

2  First  24         1.80 

3  Second  36         1.90 

4  Second  48         2.00 

5  Third  60         2.00 

6  Third  72        2.00 

7  Fourth  85         2.00 

8  Fourth  98         2.00 

9  Fifth  111         2.00 
10               Fifth  124         2.00 

Non-degree-seeking  students  need  not  com- 
plete work  as  shown  but  must  maintain  the 
cumulative  grade-point  average  of  1 .60  prior 
to  completion  of  their  first  24  credits,  1.80 
after  24  credits  but  prior  to  completion  of 
their  first  48  credits,  and  2.00  thereafter. 
Transfer  students  will  be  treated  as  if  they 
had  completed  the  number  of  semesters  at 
Monmouth  as  indicated  above  based  on  the 
number  of  credits  accepted  in  transfer.  For 
example,  transfer  students  admitted  with  28 
credits  will  be  considered  to  be  3rd  semester 
Monmouth  College  students  (since  they 
have  more  than  24  credits,  but  less  than  36 
credits) . 

A  student  who  does  not  meet  the  stan- 
dards set  forth  above  will  be  placed  on  aca- 
demic probation  unless  exception  is  granted 
by  the  Dean  of  the  College.  A  student  placed 
on  academic  probation  for  two  consecutive 
semesters  or  whose  semester  average  falls 
below  0.500  is  subject  to  dismissal.  A  stu- 
dent will  be  removed  from  probationary 
status  when  academic  achievement  complies 
with  the  satisfactory  progress  policy  outlined 
above. 

Students  receiving  financial  assistance 


should  understand  that  probationary  status 
may  lead  to  loss  of  financial  assistance. 

A  student  has  the  right  of  appeal  when 
notified  of  probation  or  dismissal.  A  written 
appeal  must  be  submitted  to  the  Dean  of  the 
College  within  1 0  days  of  receipt  of  the  noti- 
fication. The  Dean  will  seek  recommenda- 
tions from  the  Admissions  and  Academic 
Status  Committee  of  the  faculty.  The  final 
decision  will  be  rendered  and  the  student 
notified  prior  to  the  beginning  of  the  follow- 
ing semester. 

Academic  probation  is  a  serious  warning 
status.  Monmouth  College  believes  it  is 
necessary  to  alert  students  with  a  pattern  of 
low  grades  or  slow  accumulation  of  credits 
that  their  performance,  if  continued,  will  not 
qualify  them  for  graduation.  They  also  need 
to  be  aware  of  the  implications  for  financial 
assistance. 

Dismissal  is  not  normally  recommended 
before  the  end  of  the  first  year.  However,  the 
College  may  at  any  time  dismiss  a  student 
when  it  is  evident  that  the  student  is  not 
serious  in  seeking  an  education  at  the 
College  or  when  the  student's  academic 
performance  or  other  behavior  has  become 
disruptive  to  the  academic  mission  of  the 
College. 

The  College  seeks  by  these  procedures  to 
demonstrate  its  concern  for  the  individual 
student  as  well  as  for  a  campus  atmosphere 
conducive  to  serious  academic  effort.  While 
wishing  to  help  students  recover  from  disap- 
pointing academic  performances,  the 
College  will  not  encourage  a  student  to  stay 
who  seems  unlikely  to  benefit  by  remaining 
on  campus. 

Academic  probation  and  dismissal  are 
noted  on  the  academic  transcript. 

•READMISSION.  Students  dismissed 
for  academic  reasons  may  apply  to  the 
College  for  readmission  after  two  full  semes- 
ters. The  decision  to  readmit  a  student  is  not 
automatic  and  is  made  by  the  Dean  of  the 
College. 

When  making  reapplication  the  student 
begins  by  writing  a  letter  to  the  Dean  of 
Admission.  The  letter  should  indicate  the 


student's  activities  since  dismissal  and  the 
student's  reasons  for  believing  that  readmis- 
sion should  be  granted.  Evidence  that  the 
student  can  perform  acceptably  in  the  aca- 
demic program  is  important.  The  Admis- 
sions and  Academic  Status  Committee  of 
the  faculty  will  recommend  a  course  of 
action  to  the  Dean  of  the  College  concern- 
ing students  dismissed  for  academic  reasons. 

■Transfer  of  Credits.  A  course  taken  at 
another  accredited  institution  is  transferred 
provided  that  a  grade  of  C-  or  higher  was 
received  and  that  the  course  is  acceptable  at 
Monmouth  College.  No  more  than  31 
transfer  credits  will  be  allowed  after  matricu- 
lation and  no  student  will  be  allowed  to 
exceed  62  total  transfer  credits.  Grades  of 
transferred  courses  are  not  included  in  calcu- 
lating grade-point  averages.  For  students 
enrolled  at  Monmouth  College,  the  written 
approval  of  the  registrar  and  the  advisor  is 
required  in  advance  if  courses  are  to  be  taken 
at  another  institution  for  transfer  credit.  The 
transfer  of  credits  is  not  complete  until  the 
registrar  receives  an  official  transcript  from 
the  institution  at  which  the  work  was  taken. 
Work  that  is  being  transferred  is  not  consid- 
ered in  determining  a  student's  academic 
status  until  the  transcript  is  received. 

■  Associate  Degree  Transfers.  The  registrar 
determines  which  transferred  courses  satisfy 
the  degree  requirements  of  Monmouth 
College.  A  community  college  graduate  who 
has  been  admitted  to  Monmouth  College 
with  the  Associate  of  Arts  or  Associate  of 
Science  degree  may  be  admitted  with  junior 
standing  (that  is,  with  a  maximum  of  62 
semester  hours  of  transfer  credit) . 

HDisciplinary  Dismissal  and  Expulsion.  A 

student  suspended  for  disciplinary  reasons 
will  be  given  a  grade  of  WF  in  cases  where 
the  work  of  the  course  has  not  been  com- 
pleted prior  to  dismissal.  Dismissal  for 
disciplinary  reasons  shall  be  for  not  less  than 
the  remainder  of  the  academic  semester  in 
which  the  action  was  taken  and  not  more 


19 


than  one  academic  year.  Students  may  apply 
for  readmission  upon  the  completion  of  the 
semester  of  dismissal. 

A  student  who  is  expelled  for  disciplinary 
reasons  will  be  given  a  grade  of  WF  in  cases 
where  the  work  of  the  course  has  not  been 
completed  prior  to  expulsion.  Students 
expelled  for  disciplinary  reasons  may  not 
enroll  at  the  College  again. 

Disciplinary  dismissal  and  expulsion  shall 
be  recorded  on  the  academic  record.  When 
dismissed  or  expelled  from  the  College,  a 
student  may  not  be  eligible  for  a  refund. 

■Academic  Dishonesty.  Academic  dishon- 
esty may  result  not  only  in  failure  in  the 
course,  but  in  dismissal  or  expulsion  from 
the  College.  Incidents  of  academic  dishon- 
esty will  be  reported  to  the  Dean  of  the 
College. 

■Auditing  a  Course.  To  encourage  students 
to  broaden  their  educational  experience  as 
much  as  possible,  Monmouth  College  offers 
students  the  opportunity  to  audit  courses. 
Auditing  means  attending  lecture  sessions 
but  not  writing  papers,  participating  in 
laboratory  work,  or  taking  exams.  While  the 
student  receives  no  academic  credit,  if  atten- 
dance has  been  satisfactory,  AU  will  be 
recorded  on  the  student's  permanent 
transcript. 

Full-time  students  may  audit  courses 
without  charge,  if  there  is  space  available  at 
the  conclusion  of  enrollment.  Part-time 
students  will  be  charged  an  audit  fee. 

Students  may  change  the  audit  credit  to 
academic  credit  during  the  first  week  of 
classes;  academic  credit  may  be  changed  to 
audit  credit  prior  to  the  last  six  weeks  of  the 
semester.  Students  may  later  repeat  an 
audited  course  for  academic  credit. 

■Course  Syllabi.  Each  instructor  provides  a 
syllabus  (or  assignment  sheet)  for  each 
course  so  that  students  may  better  under- 
stand the  course  goals  and  their  responsibili- 
ties in  reaching  these  goals.  This  syllabus  is 
given  to  the  students  at  the  first  meeting  of 


the  class.  This  syllabus  should  include: 

1 .  topics  proposed  to  be  covered  in  the 
course, 

2.  the  approximate  time  when  specific 
materials  are  proposed  to  be  covered,  exam- 
inations taken,  and  papers  or  projects  com- 
pleted, 

3.  the  basis  on  which  grades  are  deter- 
mined and  other  relevant  information 
regarding  the  course, 

4.  the  means  by  which  any  major  change 
in  the  syllabus  would  be  announced. 

■Final  Examinations.  The  final  examina- 
tion period  is  considered  to  be  a  regular  part 
of  the  academic  semester.  It  is  expected  that 
instructors  will  administer  final  examina- 
tions in  all  regularly  scheduled  courses  with 
the  exception  of  independent  studies.  Each 
final  examination  must  be  given  during  its 
assigned  examination  period.  In  those  infre- 
quent cases  of  courses  where  traditional 
examination  procedures  do  not  appear  appli- 
cable or  practical,  the  instructor  is  expected 
to  use  the  scheduled  examination  period  as  a 
scheduled  class  period  for  the  semester. 

■Convocations.  The  academic  program  of 
the  College  is  supported  by  a  weekly  convo- 
cation program.  Six  to  10  times  a  semester, 
at  11  a.m.  on  Tuesday,  all  other  academic 
activities,  including  classes,  are  suspended 
and  faculty,  students,  and  other  members  of 
the  College  community  gather  in  the  Audi- 
torium to  hear  an  address  by  a  guest  speaker. 
The  first  convocation  in  the  fall  semester  is  a 
Matriculation  Ceremony  initiating  freshmen 
into  the  College.  Every  May  there  is  an 
Honors  Convocation  to  recognize  students 
for  outstanding  academic  achievements. 


20 


Courses  Of 
Instruction 


ART 


Harlow  B.  Blum,  Professor,  Chair 
George  L.  Waltershausen,  Professor 
Cheryl  L.  Meeker,  Instructor 

■Art  Major.  The  major  in  art  requires  at 
least  36  semester  hours  in  the  department, 
including  Art  121;  123  or  125  or  126;  142 
or  144;  200;  201;  240;  nine  semester  hours 
from  Art  2 1 1 ,  236,  24 1 ,  242,  244  (240,  24 1 , 
242,  and  244  may  be  repeated  for  credit  once 
and  only  one  of  these  courses  may  be 
repeated);  302;  six  semester  hours  from  Art 
304,  320,  361 ,  or  420;  and  450. 

lArt  Minor.  A  minor  in  art  requires  at  least 
21  semester  hours  in  the  department, 
including  Art  121;  four  semester  hours  from 
Art  123,  125  or  126,  142,  or  144;  200;  201; 
six  semester  hours  from  Art  211,  236,  240, 
241,242,  243,  or  244;  and  361. 

BTeacher  Certification.  Students  interested 
in  certification  to  teach  art  at  the  secondary 
level  are  required  to  take  Art  341 .  The 
department  counsels  such  students  to  include 
Art  125  or  126  and  21 1  in  their  major. 
Additional  requirements  for  teacher 
certification  in  elementary  and  secondary  art 
are  detailed  in  the  section  on  the  education 
department. 

121G.  Drawling  I.  A  study  of  composition 
(the  organization  of  space  and  shapes)  and 
materials  (pencil,  charcoal,  and  ink). 
Landscape,  still  life,  and  the  human  figure 
are  emphasized  as  subjects.  (Two  credits.) 

123G.  Sculpture  I.  A  study  of  three 


dimensional  form  in  clay,  plaster,  cast  or 
welded  metal,  and  wood.  Problems  in  space, 
mass,  and  surface  are  emphasized  in 
addition  to  various  techniques.  Written 
assignments  concerning  problems  in 
sculpture  are  given.  (Two  credits.) 

125G.  Ceramics  I — Handbuilt  Clay.  An 

introduction  to  forming  and  firing 
handbuilt  clay  forms.  Emphasizes  the 
development  of  sensitivity  to  materials  and 
processes  covering  fundamental  forms  and 
the  acquisition  of  technical  skills.  Students 
complete  projects  covering  fundamental 
forms  and  methods  of  building  and  glazing 
and  gain  a  basic  theoretical  knowledge  of 
clays,  glazes,  kilns,  and  firing.  (Two  credits.) 

126G.  Ceramics  I — ^Wheel  Thrown  Clay.  An 

introduction  to  forming  and  firing  of  wheel 
thrown  clay  forms.  Emphasizes  the 
development  of  sensitivity  to  materials  and 
processes  and  the  acquisition  of  technical 
skills.  Students  complete  projects  covering 
fundamental  forms  and  methods  in 
throwing  and  glazing  and  gain  a  basic 
theoretical  knowledge  of  clays,  glazes,  kilns, 
and  firing.  (Two  credits.) 

142G.  Painting  I.  An  introduction  to  the 
terms,  media,  and  techniques  of  painting 
with  special  attention  to  color  and 
composition.  The  variety  of  expression  and 
style  is  explored.  (Two  credits.) 

144.  Printmaking  I.  A  study  of  the  basic 
processes  of  relief  printmaking  and  etching 
that  emphasizes  the  techniques  and  intrinsic 
properties  of  the  print  media  as  an  art  form. 
Prerequisite:  Art  121  or  consent  of  the 
instructor.  (Two  credits.) 


21 


200G.  Introduction  to  the  History  of  Art: 
Prehistoric  Through  Medieval.  A 

chronological  study  of  major  works  of  art 
from  prehistory  through  the  Gothic  period. 
Certain  monuments  are  considered  in  their 
cultural  context  to  gain  a  more  complete 
understanding  of  works  of  art  and  the 
particular  times  and  places  in  which  they 
were  produced.  Includes  lecture-discussion 
sessions,  readings  from  the  text  and  from 
works  on  reserve  in  the  library,  and  a  short 
research  paper.  (Three  credits.) 

20 IG.  Introduction  to  the  History  of  Art: 
Renaissance  through  Modern.  A 

chronological  study  of  significant  works  of 
art  from  the  Renaissance  through  the  20th 
century.  Certain  monuments  are  examined 
in  their  context  to  gain  a  more  complete 
understanding  of  how  art  reflects  the 
particular  time  and  place  in  which  it  is 
produced.  (Three  credits.) 

211G.  Design.  Fundamental  elements  and 
principles  of  two-  and  three-dimensional 
design  are  covered  in  projects  that  emphasize 
visual  communication.  (Three  credits.) 

236G.  Photography.  A  study  of  the  basic 
operation  of  the  camera,  film  processing, 
and  printing.  Includes  lectures  and  readings 
on  the  history  of  photography.  Several  kinds 
of  photographic  images  are  produced, 
including  double  printing  and  serial  imagery 
or  cliche  verre.  (Three  credits.) 

240,  241,  242,  and  244  may  be  repeated 
for  credit  once  but  only  one  of  these 
courses  may  be  repeated. 

240.  Drawing  II.  A  continuation  of  Art  120 
with  increased  emphasis  on  the  skills  and 
problems  of  the  individual  student.  (Three 
credits.) 

241.  Painting  II.  A  continuation  of  Art  141 
with  increased  emphasis  on  the  skills  and 
ideas  of  the  individual  student.  (Three 
credits.) 


242.  Sculpture  II,  A  continuation  of  Art 
122  with  more  attention  to  the  individual 
student's  special  needs  and  interests.  (Three 
credits.) 

243.  Printmaking  II.  A  continuation  of  Art 
143,  including  additional  printmaking 
processes  such  as  photoetching,  color 
viscosity  printing,  and  other  color  processes. 
Includes  increased  emphasis  on  the  skills  and 
ideas  of  individual  students.  (Three  credits.) 

244.  Ceramics  II.  A  continuation  of  Art  125 
and  1 26  in  which  the  student  attempts 
more  complex  forms.  A  concerted  effort  is 
made  to  focus  on  the  student's  personal 
response  to  clay,  glaze,  and  firing  by  mixing 
clay,  preparing  glazes,  and  loading  and 
operating  kilns.  (Three  credits.) 

250.  Special  Topics.  (Three  credits.) 

302,  Contemporary  Art.  An  examination  of 
developments,  major  movements,  and 
directions  in  art  from  1900  to  the  present. 
The  course  emphasizes  an  analysis  of 
American  art  beginning  with  the  abstract 
expressionists  and  concluding  with  recent 
trends.  (Three  credits.) 

304G.  Asian  Art  and  Culture.  The  course 
will  provide  a  general  introduction  to  the 
most  significant  art  forms  in  Asian  art  and 
will  shape  the  general  student's  awareness  of 
the  cultural  heritage  of  the  Far  East.  (Three 
credits.) 

320.  Junior  Independent  Study.  An 

individual  program  of  research  or  a  creative 
project  arranged  in  consultation  with  the 
faculty  and  designed  to  meet  the  needs  of  the 
student.  (Three  credits.) 

334.  Teaching  of  Art  in  the  Elementary 
School.  A  study  of  the  objectives,  content, 
and  methods  of  teaching  elementary-school 
art.  Prerequisite:  Education  201  or  consent 
of  instructor.  (Also  Education  334.)  (Three 
credits.) 


22 


341.  Secondary  Art  Education  Methods.  A 

study  of  the  role  of  art  in  the  schools,  trends 
in  art  education,  instructional  strategies,  and 
the  evaluation  of  student  work. 
Opportunities  to  observe  high  school  art 
programs  are  provided.  Corequisite  or 
prerequisite:  Education  340.  (Three  credits.) 

361.  Open  Studio.  An  upper  level  studio 
course  to  provide  a  concentration  on  one 
medium  beyond  the  200  level  or  to  explore 
the  interrelationships  of  several  media.  May 
be  repeated  for  credit.  (Three  credits.) 

420.  Senior  Independent  Study.  An 

individual  program  of  research  designed  in 
consultation  vv^ith  the  faculty  in  an  area  of 
special  interest  to  the  student.  (Three 
credits.) 

450.  Art  Seminar.  Art  criticism,  discussion 
of  specialized  topics,  and  individual  creative 
projects.  The  senior  art  exhibition  is  a  part 
of  both  the  seminar  and  the  art  major  and  is 
the  culminating  experience  of  the  art 
student's  work.  Open  to  senior  art  majors  or 
by  special  permission  of  the  faculty.  (Three 
credits.) 


BIOLOGY 


David  C.  Allison,  Professor,  Chair 
Michael  J.  Boehm,  Assistant  Professor 
Kenneth  L.  Cramer,  Assistant  Professor 

The  curriculum  in  biology  offers  an 
opportunity  for  students  to  understand  the 
structures  and  processes  that  characterize  life 
and  to  appreciate  the  tremendous  diversity 
of  living  organisms.  Course  work  is  balanced 
among  three  scales  of  biological  resolution: 
cellular,  organismic,  and  ecological.  An 
important  component  of  the  major  is 
independent  research  which  enables  the 
student  to  become  familiar  with  the  process 
of  science  by  investigating  a  specific 
biological  problem  in  the  laboratory  or  field. 

Most  courses  are  extensive  rather  than 
intensive  in  content,  thus  providing  the 
student  with  considerable  breadth  in  the 
biological  sciences  as  a  whole.  Such  training 
may  lead  to  more  specifically  focused  work 
in  a  graduate  or  professional  program,  to 
employment  in  government  or  industry,  or 
to  teaching  at  the  secondary  or  college  level. 
Biologists  who  are  graduates  of  liberal  arts 
colleges  often  offer  employers  a  broader, 
more  flexible  outlook  in  approaching 
problems. 

The  department  of  biology  occupies  the 
fourth  floor  of  the  Haldeman-Thiessen 
Science  Center.  In  addition  to  the 
comfortable  classrooms  and  well-equipped 
laboratories  that  this  building  provides,  the 
department  has  access  to  the  facilities, 
habitats,  and  programs  described  below. 

■Ecological  Field  Station.  In  1969,  the 
department  of  biology  established  the 
Monmouth  College  Ecological  Field  Station 
on  the  backwaters  of  the  Mississippi  River 
near  Keithsburg,  Illinois.  Just  30  minutes 
from  campus,  this  classroom-laboratory  in 
the  field  lends  particular  strength  to  the 
department's  instruction  in  field-oriented 
courses.  It  is  used  as  well  for  student  and 
faculty  research.  The  station  is  equipped  for 


23 


year-round  use  and  offers  ready  access  to  a 
variety  of  upland  and  riparian  woodlands 
and  to  the  river  itself. 

■Prairie  Plot.  Members  of  the  biology 
faculty  are  trustees  of  Spring  Grove 
Cemetery,  giving  Monmouth  students  access 
to  one  of  the  finest  virgin  prairie  plots  in 
Illinois.  The  plants  present  in  the  plot 
remain  from  presettlement  times.  The  plot 
therefore  offers  unique  opportunities  for 
research  on  prairie  plants  and  soils  and  on 
the  microfauna  that  find  habitat  among 
them. 

■Hamilton  Pond.  This  healthy,  freshwater 
environment  was  deeded  to  Monmouth 
College  for  use  by  the  department  of  biology 
as  a  teaching  resource.  Just  one  block  from 
campus,  Hamilton  Pond  is  a  rich  source  of 
invertebrate  animals  and  aquatic  plants  for 
use  in  laboratories.  The  pond  also  offers 
opportunities  for  research  in  aquatic  biology. 

■ACM  Wilderness  Field  Station.  The 

Associated  Colleges  of  the  Midwest 
maintains  a  field  station  on  the  edge  of  the 
Boundary  Waters  Canoe  Area  wilderness  in 
northern  Minnesota.  Each  summer,  the 
ACM  administers  two  academic  sessions  at 
the  station  in  which  students  can  take  course 
work  for  credit  on  their  home  campuses. 
Most  courses  are  ecological  in  nature  and 
emphasize  familiarization  with  naturally 
occurring  organisms  and  habitats  by 
immersion  in  a  wilderness  setting.  An 
extended  canoe  trip  from  the  field  station 
into  Quetico  Provincial  Park  of  Canada 
constitutes  a  part  of  most  courses. 

■Biology  Major.  The  major  in  biology 
consists  of  Biology  111 ;  11 2;  200;  253;  306; 
307  (or  appropriate  course  at  the  ACM 
Wilderness  Field  Station);  350  (to  be  taken 
for  two  credits);  420;  421  (or  appropriate 
summer  research  experience);  Chemistry 
130,  140,  and  220;  and  two  courses  chosen 
from  Mathematics  106,  151,  Physics  130,  or 
132. 


■Biology  Minor.  A  minor  in  biology 
consists  of  Biology  111,112,  200,  253,  306, 
and  307  (or  appropriate  course  at  the  ACM 
Wilderness  Field  Station). 

lOlG.  Life  on  Earth.  A  broad  survey  of 
organisms  and  life  processes  and  the  forces 
that  shaped  and  continue  to  shape  our 
ecosystem.  (Four  credits.)  , 

lllG.  General  Zoology.  A  study  of  the 
animal  kingdom  that  surveys  major  groups 
and  investigates  the  structure,  function, 
evolution,  and  ecology  of  representative 
forms.  (Four  credits.) 

11 2G.  General  Botany.  Introduction  to  the 
traditional  plant  kingdom  emphasizing  the 
algae,  fungi,  bryophyta,  ferns,  conifers,  and 
flowering  plants.  The  taxonomy,  life  cycles, 
growth  habits,  gross  structures,  and  limited 
fiinctions  are  studied.  (Four  credits.) 

200.  Cell  Biology.  Introductory  study  of  the 
structure  and  function  of  living  cells  and 
their  components.  Prerequisites:  Biology 
111  or  112  and  Chemistry  130.  (Four 
credits.) 

201 G.  Field  Botany.  A  study  of  plant 
associations  and  the  a'biotic  conditions  that 
permit  their  development.  The  laboratory  is 
concentrated  at  the  Ecological  Field  Station 
with  visits  to  other  types  of  plant  habitats. 
(Four  credits.) 

203.  Comparative  Vertebrate  Morphology. 

A  comparative  and  functional  study  of 
vertebrate  anatomy  from  an  evolutionary 
perspective.  Taught  in  alternate  years. 
Prerequisite:  Biology  111.  (Four  credits.) 

204.  Human  Anatomy  and  Physiology.  A 

systematic  analysis  of  the  structure  and 
fijnction  of  the  human  body.  Taught  in 
alternate  years.  Prerequisite:  Biology  1 1 1  or 
consent  of  the  instructor.  (Four  credits.) 


24 


206.  Invertebrate  Zoology.  A  study  of  the 
general  morphology,  physiology,  and 
ecological  and  evolutionary  relationships  of 
the  major  groups  of  invertebrate  animals. 
Representatives  of  the  major  groups  are 
studied  in  the  laboratory.  Taught  in 
alternate  years.  Prerequisite:  Biology  1 1 1  or 
200  or  consent  of  the  instructor.  (Four 
credits.) 

250,  Special  Topics.  (One  to  four  credits.) 

253.  Molecular  Biology.  A  course  designed 
to  study  and  explain  in  molecular  terms  the 
series  of  events  by  which  genotype  is 
converted  to  phenotype.  Consideration  is 
given  to  the  processes  which  perpetuate 
DNA,  and  express  information  in  the  form 
of  protein,  as  well  as  mechanisms  that 
regulate  these  processes.  Laboratory  sessions 
will  involve  cloning  a  gene  into  a  bacteria 
host.  (Four  credits.) 

300.  Special  Problems.  A  special  course  in  a 
laboratory  exercise,  a  field  problem,  or 
readings  for  the  student  who  wishes  to 
investigate  a  topic  in  biology  beyond  those 
normally  offered.  The  particular  problem  is 
selected  in  consultation  with  the  biology 
faculty.  (One  to  three  credits.) 

302.  Bacteriology.  A  general  study  of  the 
bacteria  emphasizing  morphology, 
physiology,  ecological  relationships,  and  the 
nature  of  disease  and  its  control. 
Consideration  is  also  given  to  viruses. 
Laboratory  sessions  provide  for  experimental 
demonstration  of  basic  concepts  and  for 
familiarization  with  fundamental 
bacteriological  methods.  Prerequisite: 
Biology  200.  (Four  credits.) 

303.  Cell  Physiology.  A  detailed  analysis  of 
protoplasmic  processes  in  animal,  plant,  and 
microbial  cells.  Taught  in  alternate  years. 
Prerequisites:  Biology  200  and  Chemistry 
140.  (Four  credits.) 

306.  Genetics.  An  introduction  to  the 


principles  of  heredity  in  animals  and  plants, 
including  the  contemporary  understanding 
of  genes  and  gene  mechanisms.  Laboratory 
exercises  use  both  plants  and  animals  to 
elucidate  genetic  principles.  Prerequisites: 
Junior  standing,  Biology  11 1  or  1 12  or  200 
or  consent  of  the  instructor.  (Four  credits.) 

307.  Ecology.  An  introduction  to  the 
principles  and  concepts  that  describe  the 
interactions  of  living  organisms  with  their 
environments.  Laboratory  sessions  involve 
field  study  of  local  flora  and  fauna  and  their 
habitats  with  the  aim  of  illustrating 
fundamental  concepts^and  basic  ecological 
methodology.  Prerequisites:  Biology  111 
and  112.  (Four  credits.) 

308.  Vertebrate  Embryology.  A  descriptive 
study  of  development  and  differentiation  in 
vertebrates.  Laboratory  sessions  are  balanced 
between  detailed  microscopic  examination 
of  vertebrate  embryos  and  experimental 
study  of  growth  processes.  Taught  in 
alternate  years.  Prerequisite:  Biology  111. 
(Four  credits.) 

350.  Science  Seminar.  An  introduction  to 
the  literature  of  the  physical  and  biological 
sciences,  providing  the  student  with  the 
opportunity  to  prepare  and  present  reports. 
Speakers  from  outside  the  College  are 
invited  to  speak  each  semester.  May  be 
repeated  for  credit.  CR/NC.  (One  credit.) 

420.  Introduction  to  Research.  An 
introduction  to  the  elements  of  scientific 
research,  including  literature  review, 
experimental  design,  data  analysis,  proposal 
preparation,  and  scientific  writing.  Students 
select,  plan,  and  begin  to  execute  a  research 
project  in  consultation  with  biology  faculty. 
Prerequisite:  Senior  standing  or  consent  of 
the  instructor.  (Three  credits.) 

421.  Research  I.  An  individual  research 
project  chosen  by  the  student  in 
consultation  with  the  biology  faculty. 
Includes  designing  and  executing  the 


25 


research  and  reporting  the  resuks  orally  and 
in  a  formal  scientific  paper.  Prerequisite: 
Senior  standing  or  consent  of  biology 
faculty.  (Three  credits.) 

422.  Research  II.  A  continuation  of  Biology 
421.  (Three  credits.) 


CHEMISTRY 

George  C.  Nieman,  Professor,  Chair 
Peter  A.  Gebauer,  Professor 
Richard  L.  Kieft,  Professor 

■Chemistry  Major.  A  major  in  chemistry 
consists  of  Chemistry  130,  140,  220,  230, 
310,  315,  320,  325,  330,  340,  350  (taken 
four  times  for  a  total  of  four  credits),  and 
420  or  430.  In  addition,  two  semesters  each 
of  calculus  and  physics  are  required.  German 
is  the  preferred  foreign  language  for 
chemistry  majors. 

The  culminating  experience  for  chemistry 
majors  consists  of  an  independent  study 
project  (Chemistry  420  or  430)  and  four 
semesters  of  seminar  (Chemistry  350). 

■Chemistry  Minor.  A  minor  in  chemistry 
consists  of  six  courses:  Chemistry  130,  140, 
220,  230,  310,  and  315. 

■Secondary  Teaching.  A  chemistry  major 
can  prepare  to  teach  chemistry  at  the 
secondary  level  by  completing  the  teacher 
certification  program  outlined  by  the 
education  department. 

lOOG.  Chemistry:  A  Cultural  Approach. 

An  introduction  to  various  topics  related  to 
chemistry,  emphasizing  issues  v^hich 
particularly  affect  the  general  public.  (Four 
credits.) 

130G.  Organic  Chemistry  I.  A  survey  of 
organic  chemistry  including  the  structure 
and  reactions  of  some  biologically  important 
molecules.  Also  includes  a  qualitative 
introduction  to  chemical  equilibrium.  (Four 
credits.) 

140.  General  Chemistry  I.  A  general  study 
of  the  properties,  structure,  and  bonding  of 
elements  and  compounds.  Chemical 
calculations  and  an  introduction  to  chemical 
thermodynamics  are  also  included. 
Prerequisite:  Chemistry  130.  (Four  credits.) 


26 


220.  Introductory  Analytical  Chemistry. 

An  introduction  to  data  analysis, 
quantitative  principles  of  chemical 
equilibrium,  and  quantitative  analysis. 
Prerequisite:  Chemistry  140.  (Four  credits.) 

230.  Organic  Chemistry  II.  A  study  of  the 
structure  and  reactivity  of  organic  molecules, 
including  kinetics  and  reaction  mechanisms. 
Prerequisite:  Chemistry  220.  (Four  credits.) 

250.  Special  Topics.  (One  to  four  credits.) 

310.  Physical  Chemistry  I.  Emphasizes 
classical  chemical  thermodynamics. 
Prerequisites:  Chemistry  230,  Mathematics 
152,  and  Physics  130.  (Three  credits.) 

315.  Physical  Chemistry  Laboratory  and 
Report  Writing.  Laboratory  associated  with 
Chemistry  310  and  normally  taken 
concurrently.  Lectures  deal  with  scientific 
report  writing  and  use  of  the  literature  of 
chemistry.  Corequisite:  Chemistry  310. 
(Two  credits.) 

320.  Physical  Chemistry  II.  Emphasizes 
statistical  thermodynamics,  kinetics,  and  the 
theory  of  chemical  reactions.  Prerequisite: 
Chemistry  310.  (Three  credits.) 

325.  Integrated  Laboratory.  Laboratory 
projects  employing  techniques  from  all  areas 
of  chemistry,  but  emphasizing  synthesis  and 
instrumental  techniques.  Prerequisite: 
Chemistry  315.  Corequisite:  Chemistry  340. 
(Two  credits.) 

330.  Biochemistry.  A  study  of  the  chemistry 
common  to  most  living  organisms. 
Metabolic  pathways,  regulation  and  control 
mechanisms,  and  molecular  biology  are 
stressed.  Corequisite:  Chemistry  310. 
Prerequisite:  Chemistry  230.  (Four  credits.) 

335.  Biochemistry  Laboratory.  A  study  of 
separation  and  purification  of  enzymes  and 
measurement  of  their  kinetics.  Corequisite: 
Chemistry  330.  (One  credit.) 


340.  Advanced  Analytical  Chemistry.  A 

study  of  the  principles  and  practice  of 
modern  instrumental  methods  of  analysis 
and  of  chemical  instrumentation. 
Spectroscopic,  electrical,  and  magnetic 
procedures  are  emphasized.  Corequisite: 
Chemistry  325.  Prerequisite:  Chemistry 
310.   (Three  credits.) 

350.  Science  Seminar.  An  introduction  to 
the  literature  of  the  physical  and  biological 
sciences  providing  the  student  with  the 
opportunity  to  prepare  and  present  oral 
reports.  Required  of  juniors  and  seniors 
majoring  in  chemistry.  May  be  repeated  for 
credit.  CR/NC.  (One  credit.) 

360.  Advanced  Physical  Chemistry. 

Emphasizes  the  applications  of  quantum 
mechanics  to  problems  of  structure, 
bonding,  and  spectroscopy.  Corequisite: 
Chemistry  310.  (Three  credits.) 

370.  Advanced  Inorganic  Chemistry.  A 

study  of  the  structure,  bonding,  stability, 
and  reactivity  of  coordination  complexes, 
including  organometallic  compounds.  The 
chemistry  of  other  selected  inorganic  systems 
is  also  discussed.  Corequisite:  Chemistry 
310.  (Three  credits.) 

380.  Advanced  Organic  Chemistry.  An 

advanced  and,  where  possible,  quantitative 
study  of  the  relationship  between  the 
structure  of  organic  species  and  their 
stability  and  reactivity.  Corequisite: 
Chemistry  310.  (Three  credits.) 

420.  Independent  Study.  A  laboratory, 
library,  or  fieldwork  topic  of  special  interest 
to  the  student  pursued  under  the  supervision 
of  a  faculty  member.  The  project  may  be 
performed  off  campus.  (One  to  three 
credits.) 

430.  Research.  An  original  laboratory 
project  chosen  in  consultation  with  the 
chemistry  faculty.  Research  may  be 
performed  off  campus.  Prerequisite: 
Chemistry  310.  (One  to  three  credits.) 


27 


CLASSICS 


ere 


dits.) 


Thomas  J.  Sienkewicz,  Professor,  Chair 
Leonard  P.  Wencis,  Visiting  Assistant 
Professor 

IClassics  Major.  A  major  in  Classics 
consists  of  a  minimum  of  30  semester  hours, 
including  Classics  211;  212;  and  230. 
Language  proficiency  at  the  1 02  level  in 
Latin  or  Greek  is  also  required. 

HGreek  Major.  A  major  in  Greek  consists  of 
a  minimum  of  30  semester  hours,  including 
1 8  credits  in  Greek  above  the  1 00  level  and 
Classics  211  and  230. 

■Latin  Major.  A  major  in  Latin  consists  of 
a  minimum  of  30  semester  hours,  including 
21  credits  in  Latin  above  the  100  level  and 
Classics  212  and  230. 

■Classics  Minor.  A  minor  in  Classics 
consists  of  15  semester  hours  in  Classics. 

■Greek  Minor.  A  minor  in  Greek  consists 
of  1 5  semester  hours,  including  nine  credit 
hours  above  the  100  level. 

■Latin  Minor.  A  minor  in  Latin  consists  of 
1 5  semester  hours,  including  nine  credit 
hours  above  the  100  level. 

The  Classics  and  education  departments 
cooperate  in  offering  a  program,  approved 
by  the  Illinois  State  Teacher  Certification 
Board,  that  leads  to  certification  of  teachers 
of  Latin.  For  certification,  the  state  board 
requires  a  minimum  of  32  credits  in  the 
primary  teaching  field  or  20  credits  in  a 
second  teaching  field. 


LANGUAGE  COURSES 

LATN  lOlG.  Elementary  Latin  L  VVn 

introduction  to  Latin  grammar  and  syntax 
with  simple  readings  and  translation.  (Three 


LATN  102G.  Elementary  Latin  IL  A 

continuation  of  Latin  101.  Prerequisites: 
Latin  101  or  permission  of  the  instructor. 
(Three  credits.) 

LATN  201.  Directed  Readings.  Reading, 
translation,  and  discussion  of  selected  texts 
to  be  determined  on  the  basis  of  student 
needs.  May  be  repeated  for  credit  with 
different  topics.  Prerequisite:  Latin  102  or 
permission  of  the  instructor.  (One  to  four 
credits.) 

LATN  401.  Individualized  Study. 

Independent  study  in  the  Latin  language  or 
in  individual  Latin  authors  not  included  in 
regular  courses  or  studied  in  greater  depth 
than  a  regular  course  permits.  May  be 
repeated  for  credit  with  different  topics. 
(One  to  four  credits.) 

LATN  420.  Prose  Composition.  Prose 
composition  in  Latin.  For  advanced  students 
only.  (Three  credits.) 

LATN  435.  Methods  of  Teaching  Latin.  A 

study  of  instructional  methods  and  materials 
used  in  teaching  high  school  Latin  and  of 
technical  problems  associated  with  teaching 
Latin  grammar  and  translation.  Corequisite: 
Education  340.  (Three  credits.) 

GREK  10 IG.  Elementary  Greek  I.  A  study 
of  Greek  grammar  and  syntax  with  special 
emphasis  on  New  Testament  Greek.  (Four 
credits.) 

GREK  102G.  Elementary  Greek  II.  A 

continuation  of  Greek  101  with  special 
emphasis  on  Attic  Greek.  Prerequisite: 
Greek  101  or  permission  of  the  instructor. 
(Four  credits.) 

GREK  201.  Directed  Readings.  Reading, 
translation,  and  discussion  of  selected  texts  to 
be  determined  on  the  basis  of  student  needs. 
May  be  repeated  for  credit  with  different 


28 


topics.  Prerequisite:  Greek  101  or  permission 
of  the  instructor.  (One  to  four  credits.) 

GREK212G.  Biblical  Greek  Selections 
from  the  Greek  Septuagint  and  New 
Testament.  Prerequisite:  Greek  101  or  its 
equivalent.  (Three  credits.) 

GREK401.  Individualized  Study. 

Independent  study  in  the  Greek  language  or 
in  individual  Greek  authors  not  included  in 
regular  courses  or  studied  in  greater  depth 
than  a  regular  course  permits.  For  advanced 
students  only.  May  be  repeated  for  credit 
with  different  topics.  (One  to  four  credits.) 


CIVILIZATION  COURSES 

CLAS  211G.  History  of  Greece.  A  study  of 
classical  Greece  concentrating  on  ancient 
historians  and  their  works.  (Also  History 
211.)  (Three  credits.) 

CLAS  212G.  History  of  Rome.  An 

interpretation  and  evaluation  of  Roman 
civilization  with  special  emphasis  on  the  late 
Roman  republic.  (Also  History  212.)  (Three 
credits.) 

CLAS  224.  Word  Elements.  An  English 
vocabulary-building  course  that  emphasizes 
the  Greek  and  Latin  roots  of  the  English 
language,  the  meanings  of  prefixes  and 
suffixes  from  Greek  and  Latin,  and  basic 
linguistic  concepts.  (Three  credits.) 

CLAS  401.  Individualized  Study. 

Independent  study  of  classical  topics  not 
included  in  regular  courses  or  studied  in 
greater  depth  than  a  regular  course  permits. 
For  advanced  students  only.  May  be 
repeated  with  different  topics.  (One  to  four 
credits.) 


TRIAD  COURSES 

The  center  of  the  classics  curriculum  at 
Monmouth  College  is  the  triad  course, 
taught  simultaneously  in  translation  and  in 
the  original  languages,  according  to  student 
needs.  This  unique  approach  brings  together 
students  who  can  work  in  the  original 
languages  and  those  who  cannot  and 
provides  benefits  to  each.  In  translation, 
students  are  exposed  to  textual  analysis  in 
the  original  languages,  and  language  students 
have  the  advantage  of  broader  discussions  of 
the  readings  than  a  la/iguage  course  usually 
permits. 

In  all  triad  courses,  collateral  subjects, 
including  art,  archaeology,  history,  and 
literature,  are  studied  in  order  to  provide  an 
overview  of  classical  civilization  through  a 
focus  on  particular  authors,  periods,  and 
genres.  Classics  majors  who  take  a  series  of 
triad  courses  will  have  a  solid  foundation  in 
the  classical  world  in  its  broadest  scope.  In 
all  triad  courses,  students  study  not  just  an 
ancient  language  and  its  literature  but  an 
ancient  culture  in  its  fullest  context. 

Triad  courses  are  offered  in  units  of  three: 
Classics,  Latin,  and  Greek.  A  student  cannot 
enroll  in  more  than  one  unit  at  the  same 
time.  Classics  courses  require  no  knowledge 
of  either  Latin  or  Greek.  All  triad  courses 
devote  at  least  some  attention  to  the 
influence  of  the  subject  on  later  Western 
culture. 

CLAS  210G.  Ancient  Literature.  A  study  in 
translation  of  literary  themes  and  ancient 
genres  as  works  of  art,  this  course  considers 
ancient  Greek  and  Roman  expressions  of  the 
creative  imagination  in  literature  and  the 
theater  and  their  links  with  contemporary 
culture  and  the  fine  arts.  Each  time  it  is 
ofi^ered,  this  course  covers  different  genres, 
including  epic,  tragedy,  comedy,  the  novel, 
lyric  poetry,  and  satire  or  different  themes, 
such  as  the  trickster,  love  and  marriage,  and 
the  generation  gap.  May  be  repeated  with 
different  topics.  (Three  credits.) 


29 


LATN  210.  Roman  Literature.  Readings  in 
Latin  in  the  topics  and  genres  covered  in 
Classics  210.  Authors  to  be  read  may  include 
Vergil,  Seneca,  Terence,  Plautus,  Petronius, 
Horace,  Catullus,  and  Juvenal.  May  be 
repeated  for  credit  with  different  topics. 
(Three  credits.) 

GREK210.  Greek  Literature.  Readings  in 
Greek  in  the  topics  and  genres  covered  in 
Classics  210.  Authors  to  be  read  may  include 
Homer,  Aeschylus,  Sophocles,  Euripides, 
Aristophanes,  the  Greek  novelists,  Sappho, 
and  Archilochus.  May  be  repeated  for  credit 
with  different  topics.  (Three  credits.) 

CLAS  230G.  Classical  Gods  and  Heroes: 
Topic.  A  survey  of  literary  and  artistic 
expressions  of  ancient  Greek  and  Roman 
myths,  their  influence  in  the  development  of 
human  culture,  and  their  links  with  the 
mythologies  of  other  peoples.  This  course 
considers  a  different  topic  every  year, 
including  "The  Hero",  "The  God",  and 
"Women  in  Mythology".  May  be  repeated 
for  credit  with  different  topics.  Satisfies  the 
appreciation  requirement  in  "Beauty  and 
Meaning  in  Works  of  Art."  (Three  credits.) 

LATN  230.  Readings  in  Latin  about  the 
myths  discussed  in  Classics  230.  (Three 
credits.) 

GREK  230.  Readings  in  Greek  about  the 
myths  discussed  in  Classics  230.  (Three 
credits.) 

CLAS  240G.  Ancient  Society:  Topic.  A 

close  examination  of  a  particular  aspect  of 
Graeco-Roman  society  with  special  attention 
to  the  ways  in  which  the  lives  of  ancient 
Greeks  and  Romans  were  different  from 
those  in  the  modern  world.  Each  time  it  is 
offered,  this  course  covers  a  different  social 
topic,  including  the  ancient  family,  athletics, 
education,  political  organization  and  theory, 
military  life,  Utopias,  etc.  May  be  repeated 
for  credit  with  different  topics.  (Also  History 
240G.)  (Three  credits.) 


LATN  240.  Roman  Society:  Readings. 

Readings  in  Latin  in  the  topics  covered  in 
Classics  240.  (Three  credits.) 
GREK  240.  Greek  Society:  Readings. 
Readings  in  Greek  in  the  topics  covered  in 
Classics  240.  (Three  credits.) 

CLAS  241.  Ancient  Society:  Topic.  May  be 

repeated  for  credit  with  different  topics. 

CLAS  250.  Special  Topics.  May  be  repeated 
for  credit.  (Three  credits.) 

LATN  250.  Special  Topics.  May  be 

repeated  for  credit.  (Three  credits.) 

GREK  250.  Special  Topics.  May  be 

repeated  for  credit.  (Three  credits.) 


30 


EDUCATION 

Frank  W.  Sorensen,  Professor,  Chair 
George  F.  Arnold,  Professor 
Dorothy  DiVall  Douglas,  Assistant 

Professor 
Linda  Ellison,  Lecturer 
Dorothy  Julian,  Lecturer 

Most  students  who  enroll  in  education 
department  courses  pursue  a  teacher 
certification  program  leading  to  an  Illinois 
Standard  Elementary  Certificate,  the  Illinois 
Standard  High  School  Certificate,  or  the 
Illinois  Standard  Special  Certificate.  The 
requirements  for  each  of  these  programs  are 
detailed  below.  All  programs  are  approved 
by  the  Illinois  State  Teacher  Certification 
Board  and  were  last  reviewed  in  1989. 

Students  completing  a  program  approved 
by  the  State  of  Illinois  qualify,  in  most 
instances,  for  certificates  of  other  states. 
Advisors  in  the  education  department  are 
prepared  to  discuss  the  requirements  of 
other  states  and  the  steps  necessary  to  apply 
for  certification. 

Candidates  for  an  Illinois  teaching 
certificate  must  also  pass  the  appropriate 
state-administered  competency  tests  in  order 
to  obtain  a  certificate. 

■Elementary  Education.  Students  seeking 
to  qualify  for  the  Illinois  Standard 
Elementary  Certificate,  valid  for  teaching 
kindergarten  through  grade  nine,  must: 

1 .  Complete  the  departmental  major  in 
elementary  education  which  includes 
Education  200,  201,  203,  330,  332,  333, 
334,  336,  450,  451,  and  452. 

2.  Complete  an  approved  area  of 
academic  concentration  consisting  of  at  least 
18  semester  hours  (of  which  9  semester 
hours  must  be  at  the  300  or  400  level)  in  an 
appropriate  discipline.  These  hours  are  in 
addition  to  state  minimal  general  education 
requirements  for  certification. 

3.  Complete  the  College's  general 
education  program. 

4.  Complete  History  313  or  Philosophy 


211,  Mathematics  110,  Mathematics  125,  or 
other  acceptable  mathematic  course  and 
Physical  Education  180  or  212  or  220  or 
325  or  two  skills  courses  from  Physical 
Education  1 1 0,  1 II ,  or  1 3 1 . 

In  the  process  of  completing  the  work 
outhned  above,  candidates  should  make  sure 
that  the  following  overall  certification  general 
education  requirements  are  also  met:  three  lab 
courses  in  the  natural  sciences,  including  at 
least  one  biological  and  one  physical  science; 
one  speech  course;  one  English  language 
course  (e.g.  literature,  grammar,  history, 
etymology,  or  creative  writing);  two  writing 
courses;  and  three  courses  in  the  social 
sciences.  The  latter  must  include  History 
111  and  Government  103. 

■Secondary  Education.  The  student  who 
wishes  to  qualify  for  the  Illinois  Standard 
High  School  Certificate,  valid  for  teaching 
grades  six  through  12,  must: 

1.  Complete  a  departmental  major  from 
among  State-approved  programs  listed 
below  that  includes  at  least  32  semester 
hours.  The  courses  selected  should  relate  to 
areas  currently  taught  in  the  high  school 
curriculum.  The  courses  required  for  each 
specific  teaching  field  are  prescribed  in  the 
individual  catalog  description  for  each 
department  noted  below.  Approved 
programs  for  the  Illinois  Standard  High 
School  Certificate  are: 


Art 

Biology 

Chemistry 

English 

Government 

History 

Latin 

Mathematics 


Music  (Vocal) 

Physical  Education 

Physics 

Psychology 

Sociology 

Spanish 

Speech 


2.  Complete  the  Monmouth  College 
general  education  program  and  the  following 
additional  general  certification  requirements, 
including  History  111,  Government  103,  an 
English  language  course,  a  mathematics 
course,  a  third  science  course  of  at  least  one 


31 


semester  hour,  and  Physical  Education  180 
or  212  or  220  or  325  or  two  skills  courses 
from  Physical  Education  110,  111,  or  131. 
3.  Complete  the  professional  education 
sequence.  The  requirements  for  secondary- 
level  teacher  candidates  include  Education 
200,  201,  203,  340,  450,  451,  and  452; 
History  313  or  Philosophy  211;  and  a 
special-methods  course  related  to  the 
student's  major  teaching  field. 

■Special  Certificate  Programs.  The  special 
teaching  certificate  is  the  credential  obtained 
by  those  who  wish  to  be  certified  at  both  the 
elementary  and  secondary  levels 
(kindergarten  through  grade  12)  in  a 
specialized  field.  Monmouth  offers  such 
programs  in  art,  music,  physical  education, 
learning  disabilities,  and  bilingual  education. 
To  qualify  for  these  certificates  the  student 
must: 

1 .  Complete  a  departmental  major  that 
includes  at  least  32  semester  hours  in  the 
chosen  field,  including  subjects  related  to 
current  public-school  programs.  The 
learning  disabilities  major  and  bilingual 
education  program  are  exceptions  to  this; 
the  differences  are  described  in  the 
discussions  of  these  programs  below. 

2.  Complete  the  Monmouth  College 
general  education  program  and  the  following 
additional  general  certification  requirements 
which  must  include  History  111, 
Government  103,  an  English  language 
course,  a  mathematics  course,  a  third  science 
course  of  at  least  one  semester  hour,  and 
Physical  Education  180  or  212  or  220  or 
325  or  two  skills  courses  from  Physical 
Education  110,  111,  or  131. 

3.  Complete  the  professional  education 
sequence.  The  professional  education 
requirements  for  the  special  certificate 
include  Education  200,  201,  203,  340,  450 
(460  for  learning  disabilities  majors),  451 
and  452,  and  either  History  313  or 
Philosophy  21 1.  Special  methods  courses 
related  to  both  elementary  and  secondary 
teaching  are  also  required.  For  art,  these 
courses  are  Education  334  and  Art  341;  for 


music.  Music  312  and  313  and  for  physical 
education.  Physical  Education  31 1  and  320. 
Physical  education  majors  may  substitute 
Physical  Education  320  for  Education  340, 
but  are  strongly  encouraged  to  take 
Education  340  if  preparing  to  teach  in  a 
second  field. 

ILearning  Disabilities.  Monmouth  offers  a 
major  and  teacher  preparation  program  in 
learning  disabilities.  The  major,  which  is 
topical  in  design,  includes  Education  203, 
304,  306,  307,  308,  and  460;  Biology  204; 
Psychology  23 1 ;  and  three  courses  chosen 
from  among  Sociology  102  and  347  and 
Psychology  335  and  340,  or  an  approved 
independent  study. 

The  program  outlined  above  is  normally 
taken  in  conjunction  with  the  elementary 
education  program.  The  student  who 
completes  this  work  is  eligible  for 
certification  in  both  elementary  education 
(K-9)  and  learning  disabilities  (K-12). 

HBilingual  Education  (Spanish). 

Monmouth  offers,  in  conjunction  with  the 
Urban  Education  Program  of  the  Associated 
Colleges  of  the  Midwest,  a  program  that 
leads  to  bilingual  teacher  certification.  This 
certificate  is  required  of  teachers  who  work 
with  Spanish-speaking  students  making  the 
transition  to  the  English-language 
curriculum  of  the  public  schools.  The 
program  includes  both  course  work  and  field 
experiences  on  campus  and  in  Chicago, 
including  some  summer  work  in  Chicago. 

The  specific  courses  required  of  the 
teacher  candidate  vary  depending  upon  the 
student's  language  proficiency,  major 
teaching  field,  and  the  certificate  sought. 
Essentially,  the  candidate  must  qualify  for 
one  of  the  standard  teaching  certificates 
described  above,  demonstrate  oral  and 
written  competence  in  Spanish,  and  meet 
specific  requirements  regarding  cognate 
language  courses  and  teaching-methods 
courses.  Since  the  program  varies  with  the 
student's  teaching  interests  and  language 
facility,  the  candidate  must  consult  an 


32 


advisor  in  the  education  department  as  early 
as  possible  to  plan  his  or  her  program. 

200.  The  Teacher  and  the  School.  An 

introduction  to  professional  education  and 
teaching.  Reading,  discussion,  and  field 
experience  as  a  teacher  aide  in  a  local  school 
provide  a  basis  for  further  decisions  about 
teaching  and  preparation  for  certification. 
(Three  credits.) 

201.  Educational  Psychology.  An 

investigation  of  the  contributions  of 
behavioristic,  developmental,  and 
humanistic  psychology  to  education. 
Emphasizes  learning  theory,  behavior 
management,  group  dynamics,  and 
interpersonal  relationships  in  education.  A 
field  experience  is  required.  Prerequisite: 
Education  200  or  consent  of  the  instructor. 
(Three  credits.) 

203.  Characteristics  of  Exceptional 
Children.  A  survey  of  the  characteristics  and 
special  educational  needs  of  handicapped 
and  gifted  children.  Significant  individual 
differences  are  introduced  and  discussed  as 
they  apply  to  each  area  examined.  The 
problems  of  identifying,  educating,  and 
treating  exceptional  children  are  considered. 
Prerequisite:  Education  201  or  consent  of 
the  instructor.  (Three  credits.) 

250.  Special  Topics.  (One  to  three  credits.) 

304.  Measurement  and  Evaluation  of 
Exceptional  Children.  An  introduction  to 
educational  measurement  and  an 
investigation  of  the  diagnostic  instruments 
used  to  identify  and  analyze  the 
psychological  and  learning  problems  of 
exceptional  children.  Methods  of  evaluating 
general  intelligence,  developmental  skills 
(visual,  auditory,  perceptual-motor,  and 
academic  achievement),  and  social- 
emotional  adjustment  are  studied.  A  series  of 
case  studies  and  field  experience  are  required 
of  each  student.  Prerequisite:  Education  203 
or  consent  of  the  instructor.  (Three  credits.) 


305.  Individual  or  Group  Study.  Individual 
or  small-group  study  of  special  topics  in 
education  under  the  guidance  of  an 
instructor.  Prerequisite:  Approval  of  the 
department  chair.  (One  to  three  credits.) 

306.  Needs  and  Problems  of  Children  with 
Learning  Disabilities.  The  field  of  specific 
learning  disabilities  and  the  characteristics  of 
learning-disabled  children  are  studied.  A 
multidisciplinary  team  approach  to 
diagnosing  learning-disabled  children  and 
planning  programs  for  them  is  emphasized. 
Several  after-school  visits  to  schools  are 
required  as  well  as  a  field  experience. 
Prerequisite:  Education  203  or  consent  of 
the  instructor.  (Three  credits.) 

307.  Curriculum  for  Children  wdth 
Learning  Disabilities.  A  study  of  major 
learning  theories  and  research  findings  as 
they  apply  to  curriculum  planning  for  the 
student  with  learning  disabilities.  The 
strategies  of  various  educators  and  clinicians 
are  reviewed,  and  special-education  delivery 
systems  for  the  learning  disabled  are 
examined.  A  related  field  experience  is  also 
required.  Prerequisite:  Education  306  or 
consent  of  the  instructor.  (Three  credits.) 

308.  Methods  and  Materials  for  Teaching 
Children  with  Learning  Disabilities.  A 

study  of  specific  diagnostic  techniques  that 
are  used  to  analyze  the  learning  disabilities  of 
children.  Prescriptive  instructional 
approaches  that  meet  the  needs  of  learning- 
disabled  students  are  examined.  Prerequisite: 
Education  306  or  consent  of  the  instructor. 
(Three  credits.) 

330.  Elementary  School  Curriculum  and 
Methods.  An  extensive  investigation  of  the 
elementary  curriculum,  methods  of 
instruction,  and  resources  and  procedures 
for  evaluation.  The  development  of  a 
foundation  for  a  successful  student-teaching 
experience  is  a  primary  objective.  Teacher- 
observation  assignments,  including  experi- 
ences in  various  areas  of  the  curriculum,  are 


33 


required.  Prerequisite:  Education  201  or 
consent  of  the  instructor.  (Three  credits.) 

332.  Teaching  of  Reading  and  Other 
Language  Arts.  A  study  of  the  theories, 
practices,  and  techniques  of  teaching  reading 
and  other  language  arts.  A  teacher-aide 
assignment  in  reading  is  arranged.  Prerequi- 
site: Education  201  or  consent  of  the 
instructor.  (Three  credits.) 

333.  Remedial  Reading.  A  study  of  the 
educational  factors  that  cause  reading 
problems  for  children.  Students  work  in 
local  schools  as  tutors  and  use  reading  tests, 
reading  inventories,  and  various  reading 
techniques  to  teach  the  disabled  reader. 
Prerequisites:  Education  201  and  332. 
(Three  credits.) 

334.  Teaching  of  Art  in  the  Elementary 
School.  A  study  of  the  objectives,  content, 
and  methods  of  teaching  elementary-school 
art.  Prerequisite:  Education  201  or  consent 
of  the  instructor.  (Also  Art  334.)  (Three 
Credits.) 

336.  Teaching  of  Literature  in  the 
Elementary  School.  A  study  of  the 
objectives,  content,  and  methods  of  teaching 
literature  in  the  elementary  school.  Labora- 
tory experience  in  storytelling  is  required. 
Prerequisite:  Education  201  or  consent  of 
the  instructor.  (Three  credits.) 

340.  Secondary  School  Curriculum  and 
Methods.  An  investigation  of  the  curriculum 
of  secondary  schools,  program  planning, 
methods  of  instruction,  and  resources  and 
procedures  for  evaluation.  Teacher-aide  and 
micro-teaching  experiences  are  arranged. 
Developing  a  foundation  for  a  successful 
student-teaching  experience  is  a  primary  ob- 
jective. Prerequisite:  Education  201  or  con- 
sent of  the  instructor.  (Majors  in  physical 
education  should  substitute  Physical  Educa- 
tion 320  for  Education  340,  but  are  encour- 
aged to  take  the  latter  if  they  are  preparing 
to  teach  in  a  second  field.)  (Three  credits.) 


341.  Secondary  Methods  and  Curriculum 
in  Social  Studies.  A  study  of  the  concerns  of 
social-studies  educators,  including  the  role  of 
values  in  the  classroom.  Students  explore 
special  strategies  and  curriculum  materials 
germane  to  teaching  social  studies  in  sec- 
ondary schools.  Teacher- aide  and  teaching 
experiences  are  arranged.  Prerequisite:  Edu- 
cation 340  or  consent  of  the  instructor. 
(Three  credits.) 

342.  Secondary  School  Science  Curriculum 
and  Methods.  A  study  of  the  curriculum, 
teaching  methods,  and  instructional  materi- 
als pertinent  to  secondary  school  science 
programs.  Applying  theory  and  research 
from  science  education  to  the  planning  and 
implementing  of  instruction  is  stressed. 
Opportunities  to  observe  science  programs 
are  provided.  Independent  projects  related  to 
the  student's  major  are  required.  Prerequi- 
site: Education  340  or  consent  of  the 
instructor.  (Three  credits.) 

350.  Special  Seminar.  Selected  occasional 
seminars  or  workshops  directed  toward 
specialized  topics  of  interest.  CR/NC.  (One 
to  three  credits.) 

400.  Independent  Study.  An  independent 
investigation  of  a  special  problem  relevant  to 
teaching  and  teacher  preparation.  Prerequi- 
site: Approval  of  the  department  chair.  (One 
to  three  credits.) 

405.  Urban  Education  Seminar.  A  study  of 
the  objectives,  organization,  programs,  and 
problems  of  schools  in  large  urban  centers. 
Offered  as  part  of  the  Urban  Education 
Program  of  the  Associated  Colleges  of  the 
Midwest.  (One  to  three  credits.) 

450.  Student  Teaching.  Supervised  teaching 
in  grades  or  subjects  appropriate  to  the  cer- 
tificate sought.  Each  student  works  in  a 
school  under  the  supervision  of  one  or  more 
cooperating  teachers,  a  supervisor  from  the 
education  department,  and  in  the  case  of 
high  school  and  special-certificate  candidates. 


34 


a  supervisor  from  the  candidate's  major 
field.  Periodic  conferences  are  arranged  to 
assess  the  development  of  the  student- 
teaching  experience.  Students  may  elect  to 
complete  student  teaching  through  the 
Chicago-based  Urban  Education  program  of 
the  Associated  Colleges  of  the  Midwest. 
Prerequisite:  Approval  by  the  Curriculum 
Committee.  (Eight  to  1 2  credits.) 

451.  Student  Teaching  Workshop  and 
Seminar.  This  course  is  taken  in 
conjunction  with  student  teaching  by  all 
teacher  candidates.  The  course  includes  a 
series  of  weekly  seminars  during  student 
teaching.  CR/NC.  (Two  credits.) 

452.  Analysis  of  Student  Teaching.  This 
course  is  taken  concurrent  with  student 
teaching.  The  experience  requires  student 
teachers  to  develop  an  ongoing  systematic 
personal  evaluation  during  their  student 
teaching  experience.  Daily  observations  will 
be  recorded,  and  a  final  formal  summary 
and  conclusions  report  prepared,  at  the 
conclusion  of  the  student  teaching 
assignment.  (One  credit.) 

460.  Learning  Disabilities  Student 
Teaching.  A  clinical  experience 
providing  an  in-depth  study  and  classroom 
instruction  of  children  with  learning 
disabilities.  Includes  opportunities  for 
diagnosis,  educational  planning, 
implementing  remedial  procedures,  and 
parent  counseling.  Periodic  conferences  are 
arranged  to  assess  the  development  of  the 
student-teaching  experience.  Prerequisites: 
Education  308  and  approval  by  the 
Curriculum  Committee.  (Eight  to  12 
credits.) 


SPECIAL  METHODS  AND 
RELATED  COURSES  OFFERED  BY 
OTHER  DEPARTMENTS 

Art  341.  Secondary  Art  Education 

Methods. 
Computer  Science  324.  Computer 

Methods  for  Secondary  Teaching. 
English  430.  Methods  of  Teaching  English. 
History  313.  History  of  American 

Education. 
Latin  435.  Methods  of  Teaching  Latin. 
Mathematics  110.  Mathematics  for 

Elementary  Teachers. 
Mathematics  324.  Mathematics  Methods 

for  Secondary  Teachers. 
Modern  Foreign  Languages  460.  Methods 

of  Teaching  Modern  Foreign  Languages. 
Music  312.  Teaching  Music  in  the 

Elementary  School. 
Music  313.  Music  Education  I. 
Philosophy  211.  Philosophy  of  Education. 
Physical  Education  311.  Elementary 

School  Physical  Education. 
Physical  Education  320.  Curriculum  and 

Methods  of  High  School  Physical 

Education, 
Speech  Commimication  and  Theater  Arts 

430.  Methods  of  Teaching  Speech 

Communication  and  Theater  Arts. 


35 


ENGLISH 

Craig  Watson,  Associate  Professor,  Chair 
Mary  Barnes  Bruce,  Associate  Professor 
Colleen  Hazen,  Lecturer 
R.  Jeremy  McNamara,  Professor 
Brigit  J.  Sparling,  Faculty  Associate 
Gary  D.  Willhardt,  Professor 

■English  Major.  The  English  major 
requires  at  least  10  courses:  English  220; 
221;  224;  225;  361  or  362;  400;  plus  four 
additional  courses  which  might  substantially 
follow  one  of  these  three  tracks  or  reflect  a 
combination  of  them: 

Literature:  English  240;  260;  343;  347; 

348;  349;  plus  250  and  350  as 

offered. 

Teaching:  English  201;  314;  430 

(required  of  teaching  candidates). 

Writing:  English  210;  301;  310. 
The  English  senior  seminar  is  the  culminat- 
ing experience  for  majors,  whose  candidacy 
for  departmental  honors  is  based  upon  their 
performance  in  the  seminar. 

■English  Minor.  A  minor  in  English 
consists  of  six  courses:  English  220  or  221; 
224  or  225;  361  or  362;  three  other  courses, 
of  which  at  least  two  must  be  at  the  300 
level.  Students  whose  major  is  elementary 
education  and  who  wish  to  minor  in  English 
should  take  English  201;  220  or  221;  224  or 
225;  210  or  361  or  362;  301;  and  314. 

■Secondary  Education.  Those  students 
seeking  secondary  certification  are  required 
to  complete  the  course  work  for  a  major  in 
English.  The  major  must  include  English 
201,  314,  and  430.  (Note  course  description 
for  English  430.) 

HOG.  Composition  and  Literature.  A  study 
of  basic  expository  techniques  and  their  ap- 
plication, as  well  as  an  analysis  of  litera-ture 
emphasizing  the  symbolic  and  expressive 
uses  of  language.  Students  are  introduced  to 
the  imaginative  modes  of  literature  and 
demonstrate  their  understanding  of  those 


uses  through  discussion  and  written  work. 
(Four  credits.) 

126.  Print  Media:  Workshops.  Staff- 
supervised  participation  in  print  media. 
Open  to  all  students.  May  be  repeated  for 
credit.  (Also  Speech  Communication  and 
Theater  Arts  126.)  CR/NC.  (One  credit.) 

20  L  Grammar.  A  course  that  gives  students 
practice  in  fundamental  English  grammar. 
Emphasizes  basic  skills,  not  theory.  (Three 
credits.) 

210G.  Creative  Writing.  Practice  in  the 
writing  and  critical  analysis  of  imaginative 
literary  forms,  especially  poetry  and  fiction. 
Prerequisite:  English  110.  (Three  credits.) 

220.  British  Survey  L  A  historical  survey 
emphasizing  literary  and  cultural  develop- 
ments in  English  literature  from  the  Old 
English  period  through  the  English 
Renaissance.  Prerequisite:  English  110. 
(Three  credits.) 

22  L  British  Survey  IL  A  course 
emphasizing  major  literary  movements, 
cultural  influences,  and  historical  develop- 
ments in  English  literature  from  the  Neo- 
classical through  Victorian  periods.  Prereq- 
uisite: EngUsh  110.  (Three  credits.) 

224.  American  Survey  L  One  of  two  intro- 
ductory surveys  in  American  literature 
emphasizing  literary  movements,  and  cultur- 
al and  historical  developments  in  the 
hterature  of  the  United  States.  Readings  will 
include  poetry,  fiction,  and  non-fiction  from 
such  writers  as  Anne  Bradstreet,  Cotton 
Mather,  Jonathan  Edwards,  Franklin, 
Cooper,  Emerson,  Thoreau,  Hawthorne, 
Poe,  Melville,  Whitman,  and  Dickinson. 
Prerequisite:  English  110.  (Three  credits.) 

225.  American  Survey  IL  An  introductory 
survey  focusing  on  poetry  and  fiction  writ- 
ten after  the  Civil  War  and  before  American 
involvement  in  the  Second  World  War. 


36 


Included  are  works  from  such  writers  as 
Mark  Twain,  Henry  James,  Kate  Chopin, 
Stephen  Crane,  Pound,  E.  A.  Robinson, 
Frost,  Sherwood  Anderson,  Stevens,  EUot, 
Fitzgerald,  Hemingway,  and  Faulkner. 
Emphasis  on  literary,  cultural,  and  historical 
movements.  The  course  is  a  continuation  of 
English  224,  but  may  be  taken  separately. 
Prerequisite:  English  110.  (Three  credits.) 

226.  Print  Media:  Advanced  Workshops.  A 

continuation  of  English  1 26  with  advanced 
work  and/or  a  position  of  responsibility  in 
print  media.  Primarily  for  upperclass  majors. 
Prerequisite:  English  126  or  consent  of  the 
instructor.  May  be  repeated  for  credit.  (Also 
Speech  Communication  and  Theater  Arts 
226.)  (Two  credits.) 

240G.  Russian  Literature  of  the  19th 
Century.  An  introductory  survey  of  19th- 
century  Russian  literature  in  translation. 
Emphasis  is  on  outstanding  works  of  the 
period  in  their  cultural  and  historical 
contexts.  Includes  works  by  such  writers  as 
Pushkin,  Lermontov,  Gogol,  Turgenev, 
Dostoevsky,  Tolstoy,  and  Chekhov. 
Prerequisite:  English  110.  (Three  credits.) 

250.  Special  Topics.  May  be  repeated  for 
credit.  (Three  credits.) 

260.  The  Literature  of  Feminism.  A  study 
of  the  evolution  of  feminist  thought  and  its 
collective  definition  as  it  has  been 
imaginatively  translated  from  experience 
into  art  by  several  generations  of  literary 
women.  Prerequisite:  English  110.  (Three 
credits.) 

30  L  Advanced  Composition.  A  study  of 
rhetorical  strategies  and  their  application  to 
assignments  in  journalism,  scientific  writing, 
and  essay  writing.  Open  to  juniors  and 
seniors  or  by  consent  of  the  instructor.  May 
be  repeated  for  credit.  (Three  credits.) 

310.  Advanced  Creative  Writing.  Students 
write  intensively  in  fiction  or  poetry, 


individually  selecting  their  subject  matter 
throughout  the  course.  Students  sharpen 
their  critical  skills  by  evaluating  one 
another's  work  and  by  investigating 
contemporary  writing  and  publishing. 
Prerequisite:  English  210  or  consent  of  the 
instructor.  (Three  credits.) 

314.  History  of  the  English  Language.  A 

study  of  the  development  of  the  English 
language  with  some  attention  to  its  internal 
history— sounds  and  inflection— as  well  as  to 
its  external  history— political,  social,  and 
intellectual  movements  and  forces  that  have 
affected  the  development  of  the  language. 
(Three  credits.) 

343.  20th-century  British  Literature. 

Studies  in  various  British  authors  of  the  20th 
century.  May  be  repeated  for  credit  with 
different  topics.  Prerequisite:  English  110. 
(Three  credits.) 

347.  Genre  Studies  in  American  Literature. 

An  upper-division  course  in  American 
poetry,  fiction,  or  drama.  Emphasis  is  on 
study  of  characteristics  shared  by  a  distinct 
type  and  on  examination  of  individual 
illustrations  of  type.  May  be  repeated  for 
credit  with  different  topics.  Prerequisite: 
English  110.  (Three  credits.) 

348.  English  Novel.  An  upper-division 
course  that  will  focus  on  some  aspect  of  the 
history  of  the  English  novel  (18th,  19th, 
20th  century),  some  type  of  novel  (e.g.,  the 
comic  novel),  some  group  of  writers  (e.g., 
women  writers,  Murdoch  and  Powell),  or  a 
single  author  (e.g.,  Dickens).  May  be 
repeated  for  credit  with  different  topics. 
Prerequisite:  English  110.  (Three  credits.) 

349.  Topics  in  American  Literature.  An 

upper-division  course  concentrating  on  a 
particular  period,  movement,  or  author  in 
American  literature.  May  be  repeated  for 
credit  with  different  topics.  Prerequisite: 
English  110.  (Three  credits.) 


37 


350.  Special  Topics  in  Literature  and 
Related  Areas.  A  course  permitting  the 
investigation  of  narrowly  defined  literary 
issues,  types,  modes,  and  extra  literary 
influences.  Prerequisite:  English  110.  May 
be  repeated  for  credit.  (Three  credits.) 

361.  Shakespeare  I:  Comedies  and  History 
Plays.  Studies  in  the  comedies  and  the 
history  plays.  Prerequisite:  English  110. 
(Three  credits.) 

362.  Shakespeare  II:  Tragedies  and 
Romances.  Studies  in  the  tragedies  and 
romances.  Prerequisite:  English  110.  (Three 
credits.) 

400.  Senior  Seminar.  An  intensive  study  of 
key  literary  periods  and  subjects.  Required  of 
all  senior  English  majors.  Offered  second 
semester.  (Three  credits.) 

420.  Independent  Study.  Students  arrange 
independent  study  projects  with  individual 
instructors.  May  be  repeated  for  credit. 
(Three  credits.) 

430.  Methods  of  Teaching  English.  A  study 
of  the  basic  approaches  to  the  teaching  of 
poetry,  fiction,  and  drama  and  their 
application  in  the  classroom.  Attention  is 
given  to  the  teaching  of  composition,  the 
marking  of  themes,  and  the  preparing  and 
grading  of  examinations.  May  not  be 
counted  toward  a  major  in  English.  Co- 
prerequisite:  Education  340.  Offered  as 
needed.  (Three  credits.) 


ENVIRONMENTAL 
SCIENCE 


Kenneth  L.  Cramer,  Assistant  Professor, 
Coordinator 

ENVIRONMENTAL  SCIENCE  MAJOR 

■Requirements 

Following  is  a  complete  list  of  the  courses  a 
student  in  the  major  would  be  taking. 
Courses  in  bold  type  are  the  requirements. 
Courses  not  in  bold  type  are  prerequisites. 

BIOL  111       General  Zoology  (Four 

credits.) 
BIOL  112      General  Botany  (Four  credits.) 
BIOL  307      Ecology  (Four  credits.) 
BIOL  350  or  CHEM  350  or  PHYS  350 

Science  Seminar  (to  be 

taken  twice  for  a  total  of 

two  credits.) 
CHEM  130   Organic  Chemistry  I  (Four 

credits.) 
CHEM  140   General  Chemistry  (Four 

credits.) 
CHEM  220  Analytical  Chemistry  (Four 

credits.) 
ECON  200    Principles  of  Economics  (Four 

credits.) 
ECON  380    Environmental  Economics 

(Three  credits.) 
ENVI218      Applied  Hydrogeology 

(Four  credits.) 
GOVT  375    Environmental  Politics 

(Three  credits.) 
MATH  106  Elementary  Statistics  (Three 

credits.) 
MATH  141    Elementary  Functions  (Four 

credits.) 
MATH  151   Calculus  I  (Four  credits.) 
SCAT  306     Argumentation  (Three 

credits.) 
SOCI  343       Population  (Three  credits.) 

Senior  Research  from  an 

approved  department  of 

choice  (Three  to  four  credits.) 


38 


HElectives 

Students  with  an  interest  in  policy/advocacy 
are  encouraged  to  consider  the  following 
electives.  However,  none  of  these  is 
required. 


ECON310 
ECON  340 
ECON  370 
FREN  252 


GOVT  311 
RELG  206 

SCAT  205 
SCAT  208 
SCAT  302 

SOCI  102 
SOCI  327 
SOCI  341 
SPAN  252 


Regulation  and  Legislation 
Economics  and  Law 
Public  Finance 
Culture,  Folklore,  and 
Historical  Background  of  the 
French-speaking  World 
Parties  and  Interest  Groups 
Religious  Perspectives  on 
Moral  Issues 
Persuasion 

Advanced  Public  Speaking 
Small  Group 
Communication 
Social  Problems 
Sociology  of  Medicine 
Urban  Sociology 
Culture,  Folklore,  and 
Historical  Background  of  the 
Spanish-speaking  World 


Students  with  an  interest  in  science  are 
encouraged  to  consider  the  following 
electives.  However,  none  of  these  is  required. 


BIOL  201 
BIOL  250 
CHEM  230 
MATH  152 
PHYS  103 
PHYS  130 
PHYS  132 
PSYC  201 


Field  Botany 
Vertebrate  Ecology 
Organic  Chemistry  II 
Calculus  II 
Astronomy 
Introductory  Physics  I 
Introductory  Physics  II 
Research  Methods  I 


ENVIRONMENTAL  POLICY  MINOR 

Students  must  complete  the  FOUR  courses 
listed  below  in  group  A  plus  any  TWO  of 
the  courses  listed  below  in  group  B.  ECON 
200  is  a  prerequisite  for  the  other  ECON 
courses  listed. 


Group  A 

ECON  200 

ECON  380 
GOVT  375 
SOCI  343 


Principles  of  Economics 
(Four  credits.) 
Environmental  Economics 
(Three  credits.) 
Environmental  Politics 
(Three  credits.) 
Population  (Three  credits.) 


Group  B 

ECON  310    Regulation  and  Legislation 

(Three  credits.) 
ECON  340    Economics  and  Law  (Three 

credits.) 
ECON  370    Public  Finance  (Three 

credits.) 
ENVI  2 1 8      Applied  Hydrogeology  (Four 

credits.) 
GOVT  311    Parties  and  Interest  Groups 

(Three  credits.) 

ENVI  218.  Applied  Hydrogeology.  An 

applied  approach  to  the  analysis  of  the 
hydrologic  cycle  with  an  emphasis  on  the 
physical  properties,  transport,  use  and 
contamination  of  surface  water  and 
groundwater.  Includes  laboratory  and  field 
experiences.  Prerequisite:  Math  141,  or 
consent  of  instructor.  (Four  credits.) 

GENERAL  INFORMATION 

1 .  Emphasis  of  the  Program 

The  aim  of  the  Environmental  Science 
major  is  to  give  students  a  solid  foundation 
in  the  natural  sciences  (including 
mathematics)  and  soci^i  sciences  that  pertain 
to  environmental  issues  and  problems.  The 
program  is  interdisciplinary,  requiring 
students  to  take  courses  in  at  least  seven 
different  departments.  Several  of  the  courses 
(Hydrogeology,  Environmental  Economics, 
Environmental  Politics)  were  designed 
specifically  for  the  program.  Other  course 
work  includes  classes  such  as  Ecology, 
Calculus,  Statistics,  Analytical  Chemistry, 
Population,  and  Argumentation. 
Additionally,  all  participants  in  the  program 


39 


are  required  to  complete  an  independent 
research  project. 

Although  not  all  students  choosing  to  major 
in  Environmental  Science  are  necessarily 
interested  in  pursuing  scientific  careers,  all 
should  have  zftrm  foundation  in  the 
sciences  that  pertain  to  environmental 
concerns.  They  can  thus  be  more  effective 
lawyers,  politicians,  advocates,  etc.  (if  those 
are  careers  they  aspire  to)  than  if  they  lacked 
training  in  the  sciences.  And  they  will  be 
able  to  talk  with  biologists,  chemists,  and 
geologists  more  intelligently  than  those  who 
do  not  have  a  firm  grounding  in  these  areas. 

On  the  other  hand,  students  interested  in 
science-oriented  careers  in  the  environment 
need  the  perspective  and  context  provided 
by  the  social  science  courses  in  the  major. 
The  social  implications  of  environmental 
issues  cannot  be  ignored,  and  the  solutions 
to  environmental  problems  are  increasingly 
economically  and  politically  charged. 

2.  Equipment/Facilities 

Because  the  program  is  interdisciplinary,  it 
makes  use  of  classrooms,  labs,  etc. 
throughout  the  campus.  However,  two 
laboratories  in  the  Haldeman-Thiessen 
Science  Center  have  been  designated 
specifically  as  Environmental  Science  rooms; 
one  of  the  labs  is  reserved  for  seniors  in  the 
program  doing  independent  research. 
Additionally,  a  small  office  in  the  Science 
Center  is  being  converted  into  a  reading/ 
study  room  for  Environmental  Science 
majors,  and  these  students  will  be  given  keys 
to  the  room. 

The  sciences  at  Monmouth  have  a  tradition 
of  intensive  hands-on  laboratory  work,  and 
the  college  is  quite  well  equipped  to  support 
the  natural  science  component  of  the  major. 

The  college  maintains  an  Ecological  Field 
Station  on  the  banks  of  the  Mississippi 
River,  about  30  minutes  from  campus.  Two 


boats,  both  with  20-hp  motors,  are  stored  at 
the  station  for  use  in  aquatic  work  on  the 
Mississippi  or  on  local  lakes.  The  location  of 
the  station  gives  us  easy  access  to  the  river 
and  to  a  variety  of  terrestrial  environments 
(e.g.,  deciduous  forest,  conifer  plantations, 
agricultural).  A  variety  of  field  sampling  and 
collecting  gear  is  stored  at  the  station, 
including  live-capture  traps  for  birds  and 
mammals  and  new  instrumentation  for 
water  analysis. 

The  college  also  maintains  a  small,  fresh- 
water pond  and  a  native  prairie  plot  for  use 
in  field  work. 

3.  Career  Opportunities 

The  Environmental  Science  major  is 
intended  to  give  students  a  broad  yet  firm 
foundation  that  can  be  used  as  a  springboard 
into  graduate/professional  school  or 
employment.  The  environmental  field  is 
extremely  broad,  raning  from  environmental 
chemistry  to  wildlife  management  to 
environmental  engineering  to  environmental 
law.  The  major  is  solid  but  it  cannot  prepare 
all  students  equally  well  for  all  careers.  For 
example,  if  a  student  is  interested  in 
environmental  geology,  the  program  will  not 
serve  him/her  that  well  because  there  will  be 
no  geology  courses  (other  than 
hydrogeology)  to  back  it  up.  On  the  other 
hand,  the  program  would  prepare  a  student 
well  for  further  study  or  work  in  other  areas 
(for  example,  environmental  chemistry). 
Therefore,  we  think  it  is  important  for 
students  as  soon  as  possible  to  attempt  to 
define  their  interests  in  the  environment. 
What  is  it  they  hope  to  do?  environmental 
monitoring?  toxicology?  engineering?  natural 
resource  management?  advocacy?  law? 
politics?  Do  they  hope  to  go  directly  into 
employment?  or  into  graduate. /professional 
school?  Depending  on  the  students'  specific 
interests,  they  can  appropriately  plan  their 
elective  course  work  and  plan  to  do  research 
and/or  internships  along  the  lines  of  their 
interests. 


40 


4.  Off-campus  Programs  and  Field  Trips 


GOVERNMENT 


ACM  Wilderness  Field  Station  program  -  a 
summer  academic  program  conducted  on 
the  Boundary  Waters  of  northern  Minnesota 
and  southern  Ontario.  Students  register  for 
a  single  course  (e.g.,  Ornithology, 
Mammalogy,  Vertebrate  Behavior, 
Conservation  Biology,  Aquatic  Biology, 
Environmental  Ethics)  and  do  extensive 
field  and  laboratory  work  w^hile  immersed  in 
a  wilderness  setting.  Nearly  all  courses 
involve  a  7-10  day  canoe  trip  deep  into  the 
Quetico-Superior  wilderness  of  Minnesota 
and  Ontario. 

ACM  Tropical  Field  Research  program  -  a 
semester-long  program  in  Costa  Rica.  A 
month-long  orientation  prepares  students 
through  intensive  language  training  and 
review  of  field  methodology.  Thereafi:er, 
students  can  conduct  research  in  a  diversity 
of  Costa  Rica's  ecological  zones. 

Numerous  work/ research  internships 
involving  environmental  problems  are 
available  on  a  competitive  basis. 

Field-oriented  courses  at  Monmouth 
College  (e.g..  Ecology,  Field  Botany)  make 
frequent  use  of  the  Ecological  Field  Station 
and  other  local  settings.  There  are  also 
occasional  week-end  trips  to  such  places  as 
Indiana  Dunes  National  Lakeshore  and 
Horicon  National  Wildlife  Refuge. 

5.  Faculty  Backgrounds 

Numerous  faculty  from  many  departments 
teach  in  the  program.  Some  of  them  have 
specific  training  in  the  environment  and  all 
of  them  have  a  strong  interest  in  and 
commitment  to  the  program.  ; 


Ira  Smolensky,  Associate  Professor,  Chair 
Farhat  Haq,  Associate  Professor 

■Government  Major,  A  major  in 
government  consists  of  at  least  30  semester 
hours,  including  the  following  courses: 
Government  103,  200,  and  270;  202,  244, 
or  245;  411  or  412;  and  415. 

■Government  Minor.  A  government  minor 
consists  of  15  semester  hours,  at  least  nine  of 
which  must  be  taken  on  the  Monmouth 
College  campus  and  at  least  three  of  which 
must  be  taken  above  the  200  level. 

■Secondary  Teaching.  Majors  who  seek 
teaching  certification  are  expected  to 
complete  at  least  33  semester  hours, 
including  Government  103;  200  or  270; 
311  or  395;  411  or  412;  and  415.  They  are 
also  required  to  obtain  teaching  competence 
in  a  second  subject  area. 

100.  Visions  of  Justice.  Examines  different 
philosophical,  literary,  and  technological 
visions  of  a  just  society  from  Plato's 
Republic  to  the  present.  Includes  discussion 
of  freedom,  equality,  revolution,  and  "the 
good  life."  (Three  credits.) 

103G.  American  Politics.  A  study  of  the 
constitutional  foundations,  political 
processes,  and  institutions  of  American 
government  on  the  national,  state,  and  local 
level.  Also  focuses  on  current  and  perennial 
issues  in  domestic  and  foreign  policy.  (Three 
credits.) 

150.  Seminar  on  Politics  and  Literature. 

Explores  a  variety  of  political  themes  and 
issues  through  the  medium  of  literature.  The 
format  for  class  meetings  is  a  seminar  open 
to  faculty,  staff,  and  area  residents, 
including  public  officials.  May  be  repeated 
for  credit  with  permission  of  the  instructor. 
(Two  credits.) 


41 


200.  Introduction  to  Comparative  Politics. 

Examines  diverse  forms  of  national  politics, 
including  industrialized  democracies, 
communist  regimes,  and  developing  nations. 
Also  examines  the  basic  conceptual  and 
methodological  tools  of  comparative 
political  inquiry.  (Three  credits.) 

202G.  Modern  Japan.  A  study  of  the  social, 
economic,  and  political  development  of 
modern  Japan,  emphasizing  Japanese 
responses  to  problems  posed  by  contacts 
with  the  West.  (Also  History  202.)  (Three 
credits.) 

244G.  The  Politics  of  Islam.  Examines 
different  forms  of  Islamic  revivalism  as  well 
as  the  basic  political  tenets  of  Islam.  Puts 
current  trends  in  historical  perspective.  (Also 
Issues  and  Ideas  444  and  Religion  244.) 
(Three  credits.) 

245G.  The  Politics  of  Developing  Nations. 

A  study  of  selected  developing  nations  and 
the  problems  posed  by  rapid  political  and 
economic  development.  Topics  include 
leadership  strategies,  the  impact  of 
modernization  on  traditional  cultures,  and 
the  role  of  political  ideology.  (Three  credits.) 

250.  Special  Topics.  (Two  to  four  credits.) 

270G.  Global  Affairs.  A  study  of  global  and 
regional  relationships,  including  state  and 
non-state  actors.  Explores  the  influence  of 
nationalism,  economic  rivalry,  power 
politics,  and  international  organizations  on 
global  behavior.  Also  explores  the  nature  and 
causes  of  war.  (Three  credits.) 

311.  Parties  and  Interest  Groups.  A  study 
of  American  parties,  interest  groups,  and 
elections  as  well  as  the  problems  faced  by 
candidates  for  public  office.  Students  are 
expected  to  participate  in  current  political 
campaigns.  Offered  in  election  years.  (Three 
credits.) 

365.  Modern  American  Diplomatic 
History.  A  selective  examination  of  the 


American  experience,  contrasting  the  initial 
circumstances  of  a  marginal  state  with  the 
contemporary  setting  of  a  dominant  power. 
Questions  are  asked  about  the  relationship 
between  American  values  and  mythology 
and  characteristics  of  policy  and  diplomacy. 
(Also  History  365.)  (Three  credits.) 

375.  Environmental  Politics.  An  analysis  of 
environmental  politics  and  policy  on  the 
national  and  international  levels.  Features  an 
emphasis  on  case  studies.  (Three  credits.) 

395.  Constitutional  Issues.  A  study  of 
current  constitutional  issues  in  light  of 
constitutional  history,  philosophical 
principles,  and  our  ever  changing  socio- 
political context.  (Three  credits.) 

411.  Political  Philosophy  from  Plato  to  the 
Present.  A  historical  survey  and 
philosophical  analysis  of  political  theory 
from  ancient  Greece  to  the  present.  Includes 
works  by  Plato,  Aristotle,  Machiavelli, 
Hobbes,  Locke,  Rousseau,  Marx,  and  Mill. 
(Also  Philosophy  411,  Issues  and  Ideas  435.) 
(Three  credits.) 

412.  Close  Encounters  in  Political 
Philosophy.  A  focused  study  of  selected 
issues,  themes,  thinkers,  or  schools  of 
thought  in  political  philosophy.  May  be 
repeated  with  permission  of  the  instructor. 
(Also  Philosophy  412.)  (Three  credits.) 

415.  Senior  Seminar.  Concentrated  study  of 
an  issue  in  political  science  (usually 
concerning  international  relations).  Students 
deal  in  depth  with  substantive  and 
methodological  problems  associated  with  the 
subject  area.  Open  to  juniors  and  seniors. 
(Three  credits.) 

420.  Independent  Study  or  Internship. 

Includes  selected  readings,  written  reports, 
conferences,  or  work  with  government 
officials  as  arranged  with  the  instructor. 
Prerequisite:  Junior  standing.  (One  to  four 
credits.) 


42 


HISTORY 


Americas.  Film  lab.  (Three  credits.) 


William  L.  Urban,  Professor,  Chair 
George  F.  Arnold,  Professor 
Simon  Cordery,  Lecturer 
Stacy  A.  Cordery,  Assistant  Professor 
Douglas  R.  Spitz,  Professor 
David  J.  Suda,  Associate  Professor 

HHistory  Major.  A  major  in  history 
requires  the  completion  of  Western 
Civilization  I  and  II  (History  101,  102),  one 
course  each  in  the  areas  of  American  and 
non-Western  History,  and  History  400, 
which  is  the  culminating  experience  of  the 
major  program.  Five  additional  courses 
complete  the  major  in  history.  Majors  who 
wish  to  be  candidates  to  graduate  with 
departmental  honors  must  take  History  420. 
History  majors  are  encouraged  to  participate 
in  an  off-campus  program. 

■History  Minor.  A  minor  in  history 
consists  of  five  courses,  including  Western 
Civilization  I  and  II  (History  101,  102). 
The  student  must  take  courses  that  represent 
all  these  areas  of  study  (American,  European, 
non-Western)  or  History  400. 

HSecondary  Teaching.  History  majors 
preparing  to  teach  at  the  secondary  level  are 
required  to  take  Education  341,  History  111 
and  112,  at  least  one  junior-level  course  in 
American  history,  and  three  courses  in  world 
history.  The  State  of  Illinois  requires  a 
minimum  of  32  hours  of  history.  Students 
who  plan  to  teach  are  encouraged  to 
complete  a  minor  in  another  department  so 
they  will  be  prepared  to  teach  in  more  than 
one  area. 

101.  Western  Civilization  I.  Survey  of  the 
major  eras  of  Western  civilization  from  the 
beginning  of  civilization  into  the  16th 
century,  with  an  emphasis  on  geography, 
political  and  religious  systems,  and  social 
change.  Will  touch  upon  Western  impact  on 
the  civilizations  of  Asia,  Africa,  and  the 


102.  Western  Civilization  II.  Survey  of  the 
major  eras  of  Western  civilization  from  1550 
to  1900,  with  an  emphasis  on  geography, 
religious  thought,  the  growth  of  nations,  and 
social  change.  Film  lab.  (Three  credits.) 

1  lOG.  Columbus  and  the  European 
Encounter  with  America.  An  investigation 
of  the  reasons  why  early  modern  Europeans 
undertook  what  became  the  conquest  of  the 
Americas,  how  the  Spanish,  French,  and 
English  interacted  with  the^Native 
Americans  they  encountered,  and  the 
experiences  of  later  immigrant  groups.  Uses 
extensive  audio-visual  materials.  Meets  the 
State  Education  requirements,  Pan- 
American  Studies  minor.  (Three  credits.) 

lllG.  U.S.  History.  A  study  of  the  main 
political,  social,  and  economic  developments 
in  the  Colonial,  early  national,  Civil  War, 
and  industrial  eras  until  1910.  Film  lab. 
(Three  credits.) 

112.  20th-century  America.  A  study  of 
political  and  social  movements  in  the  United 
States  from  1900  to  the  present.  Film  lab. 
(Three  credits.) 

202G.  Modern  Japan.  A  study  of  the  social, 
economic,  and  political  development  of 
modern  Japan  that  emphasizes  Japanese 
responses  to  problems  posed  by  contacts 
with  the  West.  (Also  Government  202.) 
(Three  credits.) 

206G.  The  Enlightenment.  A  study  of  the 
literature,  philosophy,  art,  and  music  of  the 
period  1600-1800.  Offered  in  alternate 
years.  (Three  credits.) 

207G.  Modernism.  A  study  of  the  literature, 
philosophy,  art,  and  music  of  the  late  19th 
and  early  20th  centuries.  Offered  in  alternate 
years.  (Three  credits.) 

208G.  19th-century  Arts  and  Letters.  An 


43 


interdisciplinary  study  of  the  romantic  era 
combining  art,  music,  literature,  and 
philosophy.  Offered  in  alternate  years. 
(Three  credits.) 

209G.  Russian  Cultural  History.  An 

overview  of  the  cultural  history  of  the  former 
Soviet  Union.  Emphasizes  the  tension 
between  the  arts  (literature,  music,  the  visual 
arts,  and  cinema)  and  the  political  context  of 
the  Soviet  Union.  Topics  include:  pre- 
revolutionary  developments,  avant-garde 
modernism  of  the  revolution  and  the  1920s, 
socialist  realism,  censorship  and  samizdat, 
emigre  art  and  artists,  glasnost,  and  the  arts. 
(Three  credits.) 

211G.  History  of  Greece.  A  study  of 
classical  Greece  concentrating  on  ancient 
historians  and  their  works.  Offered  in 
alternate  years.  (Also  Classics  211.)  (Three 
credits.) 

212G.  History  of  Rome.  An  interpretation 
and  evaluation  of  Roman  civilization  with 
special  emphasis  on  the  late  Roman  republic. 
(Also  Classics  212.)  (Three  credits.) 

222G.  Medieval  History.  Topics  in 
medieval  life,  politics,  and  culture.  Covers 
Byzantine,  Prankish,  Viking,  and  late 
medieval  civilizations.  (Three  credits.) 

223.  The  Renaissance.  A  study  of  social  and 
political  life  with  considerable  attention  to 
the  cultural  contributions  of  the  period. 
Concentration  on  the  Italian  Renaissance, 
especially  Florence.  (Three  credits.) 

235.  Hitler  and  Stalin.  A  study  of  the  prin- 
cipal tyrannies  that  have  shaped  the  modern 
world.  Offered  alternate  years.  (Three 
credits.) 

236G.  Russian  History.  A  study  of  life  and 
politics  from  the  time  of  the  1917  revolution 
to  the  present.  Focuses  on  crucial  decision 
points  in  Soviet  history.  Includes  simula-tions 
and  audiovisual  materials.  (Three  credits.) 


240G.  Ancient  Society:  Topic.  A  close 
examination  of  a  particular  aspect  of  Graeco- 
Roman  society  with  special  attention  to  the 
ways  in  which  the  lives  of  ancient  Greeks 
and  Romans  were  different  from  those  in  the 
modern  world.  Each  time  it  is  offered,  this 
course  covers  a  different  social  topic, 
including  the  ancient  family,  athletics, 
education,  political  organization  and  theory, 
military  life,  Utopias,  etc.  May  be  repeated 
for  credit  with  different  topics.  (Also 
Classics  240G.)  (Three  credits.) 

250.  Special  Topics.  Fall  1994:  Women's 
History.  (Three  credits.) 

30 IG.  History  of  China.  Deals  with  the 
period  1650  to  the  present  with  emphasis  on 
the  theme  of  the  tensions  between  tradition 
and  modernity.  The  19th  century 
breakdown  in  traditional  institutions  and 
the  simultaneous  intrusion  of  Western 
imperialism  are  treated.  The  abortive  efforts 
to  revitalize  traditional  values  and  the  search 
for  a  modern  Chinese  national  identity  are 
considered.  (Three  credits.) 

302G.  History  of  the  Middle  East.  A  study 
of  the  tensions  between  tradition  and 
modernity  in  the  area,  with  emphasis  on 
Islamic  movements.  The  history  of  Arabic, 
Turkic,  and  Iranian  peoples;  the  period  of 
Ottoman  rule;  the  impact  of  Western 
imperialism;  and  Zionist  nationalism  are 
examined.  Attention  is  given  to  Soviet- 
American  activities  in  the  area  and  their 
relation  to  the  political  dynamics  of  the 
region.  (Also  Religious  Studies  302.)  (Three 
credits.) 

303G.  History  of  India  and  South  Asia. 

Emphasizes  the  Hindu  and  Muslim  periods, 
the  impact  of  British  colonialism,  the  20th 
century  Nationalist  movement,  and  the 
emergence  of  Pakistan.  Attention  is  given  to 
modern  Hindu,  Muslim,  and  Sikh  reUgious- 
political  movements.  The  efforts  to 
institutionalize  a  secular  democratic  polity  in 
India  and  to  define  an  Islamic  polity  in 


44 


Pakistan  are  considered.  (Also  Religious 
Studies  303.)  (Three  credits.) 

304G.  History  of  Sub-Sahara  Africa.  A 

study  of  tensions  between  tradition  and 
modernity  with  emphasis  on  Western 
imperialism,  Southern  Africa,  and  the  rise  of 
African  nationalism.  (Three  credits.) 

305G.  History  of  Mexico.  Survey  of 
Mexican  history  from  the  Indian  civiliza- 
tions to  the  present  with  an  emphasis  on  the 
evolution  of  society  from  the  two  cultures  of 
the  colonial  period  to  the  Mestizo  culture  of 
today.  Meets  the  requirement  for  Pan 
Americas  Studies  minor.  (Three  credits.) 

313.  History  of  American  Education.  A 

study  of  the  evolution  of  the  public  schools 
and  higher  education  emphasizing  problems 
of  the  20th  century.  Open  only  to  juniors 
and  seniors  in  the  teacher  education 
program.  (Three  credits.) 

314.  Civil  War.  A  seminar  on  the  War 
Between  the  States,  using  documents  of  the 
government  depository  in  the  Hewes 
Library.  Offered  in  alternate  years.  (Three 
credits.) 

315.  Wild  West.  A  survey  of  the  trans- 
Mississippi  West  from  1790  to  1890,  using 
literature  and  materials  from  the  govern- 
ment depository  in  the  Hewes  Library. 
Offered  in  alternate  years.  (Two  credits.) 

316.  World  War  II.  A  survey  of  the  world 
conflict  emphasizing  its  watershed  impor- 
tance for  modern  times,  especially  its  impact 
on  American  society  and  America's  view  of 
its  role  in  world  politics.  Student  reports 
and  films  are  used  extensively.  Offered  in 
alternate  years.  (Three  credits.) 

320.  Independent  Reading.  Reading  super- 
vised by  instructors  in  more  advanced  areas 
not  usually  offered.  Prerequisite:  Consent  of 
the  instructor.  (One  to  three  credits.) 


340.  The  Vietnam  Era.  American  History  in 
the  era  of  the  Vietnam  War:  military  and 
political  history,  civil  rights,  and  popular 
culture.  Audio-visual  materials  and  the 
government  document  collection 
emphasized.  (Two  credits.) 

358.  Family  History  and  Genealogy.  Social 
history  of  the  United  States  from  1900, 
methods  of  genealogical  research  and 
writing.  Many  films.  Each  student  writes  a 
family  history.  (Two  credits.) 

365.  Modern  American  Diplomatic 
History.  A  selective  examination  of  the 
American  experience,  contrasting  the  initial 
circumstances  of  a  marginal  state  with  the 
contemporary  setting  of  a  dominant  power. 
Questions  are  asked  about  the  relationship 
between  American  values  and  mythology 
and  characteristics  of  policy  and  diplomacy. 
(Also  Government  365.)  (Three  credits.) 

400.  Senior  Seminar.  A  research  and 
historiography  seminar  required  of  all 
history  majors.  (Three  credits.) 

420.  Independent  Study.  An  extensive 
research  thesis  on  a  topic  selected  by  the 
student  and  the  instructor.  Prerequisites: 
History  400  and  consent  of  the  instructor. 
(Three  credits.) 


45 


INTERDISCIPLINARY 
STUDIES 


IDEAS  AND 
ISSUES 


lOlG.  Freshman  Seminar.  A  seminar 
required  of  all  freshmen  and  taught  by 
faculty  from  a  number  of  different 
disciplines.  Theme-related  texts  in  the  course 
raise  basic  questions  about  the  variety  of 
human  experience,  and  about  personal  and 
shared  values  and  goals.  Students  are 
expected  to  think  critically  about  the  issues 
raised,  to  participate  in  discussions,  and  to 
write  papers  on  the  works  studied.  (Four 
credits.) 

20 IG.  Comparative  Societies.  A  historical 
and  cross-cultural  introduction  to  the  great 
variety  of  ways  people  organize  their  social 
lives.  The  course  includes  consideration  of 
differences  between  so-designated  more 
developed  and  less  developed  ("third  world") 
countries.  Emphasis  ranges  from  broad 
historical  analyses,  such  as  the 
transformation  of  societies  from  rural 
agricultural  to  urban  industrial,  to  focused 
comparison  of  selected  aspects  of  everyday 
life  in  different  types  of  societies. 
Sophomore  standing.  (Three  credits.) 


Courses  in  this  area  fulfill  the  senior 
general  education  requirement.  A  student  is 
required  to  take  one  course  from  those  listed 
below. 

40 1 .  A  Christian  View  of  Human  Nature. 

A  view  of  human  nature  from  the  perspec- 
tive of  biblical  and  theological  materials  in 
the  Christian  tradition.  The  course  considers 
human  nature  as  it  relates  to  God,  to  society, 
to  one's  self,  and  to  one's  destiny.  (Also 
Religious  Studies  301.)  Prerequisite:  Senior 
standing.  (Three  credits.) 

402.  Classical  Mythology  and  Religion. 

Considers  the  meaning  of  myth  and  religion 
in  Graeco-Roman  society.  Discusses  various 
theories  of  myth,  including  rationalism, 
charter  myths,  and  myths  as  ritual  justifica- 
tion. Surveys  various  aspects  of  Greek 
religion,  especially  mystery  religions  like  the 
cult  of  Demeter  at  Eleusis  and  the  worship 
of  Dionysus.  Prerequisite:  Senior  standing. 
(Three  credits.) 

410.  Environmental  Ethics.  An  examination 
of  ecological  problems  caused  by  human 
activities  and  possible  solutions,  starting 
with  a  rethinking  of  the  relatinship  between 
human  beings  and  nature.  From  different 
perspectives,  including  non-western  as  well 
as  western,  the  course  will  investigate  various 
inter-related  issues  ranging  from  ethical  to 
metaphysical,  including  "Do  we  have  an 
obligation  to  natural  objects?"  "If  there 
should  be  an  environmental  ethic,  what  kind 
of  ethic  should  it  be?"  etc.  Students  will  have 
opportunities  to  develop  and  express  their 
own  views  on  these  issues.  (Also  Philosophy 
310  and  Religious  Studies  310.)  Prerequisite: 
Senior  standing. 

434.  War  and  Peace.  A  study  of  the  causes 
and  results  of  war,  efforts  to  bring  about  a 
peaceful  and  orderly  society,  and  reasons  for 


46 


the  persistence  of  armed  conflict.  Prerequi- 
site: Senior  standing.  (Three  credits.) 

435.  Political  Philosophy  from  Plato  to  the 
Present.  A  historical  survey  and  philosophi- 
cal analysis  of  political  theory  from  ancient 
Greece  to  the  present.  Includes  works  by 
Plato,  Aristotle,  Machiavelli,  Hobbes,  Lock, 
Rousseau,  Marx,  and  Mill.  (Also  Govern- 
ment 411  and  Philosophy  411.)  Prerequisite: 
Senior  standing.  (Three  credits.) 

436.  Poetics  of  the  Self.  An  investigation  of 
some  questions  that  arise  from  an  awareness 
of  one's  own  self  The  intent  is  to  place  the 
question  "Who  am  I?"  into  a  critically 
manageable  context.  Emphasizes  discovery  of 
the  self  and  various  strategies  for  making 
sense  of  who  one  is.  Particular  emphasis  on 
the  need  for  models  (plots,  paradigms, 
myths)  in  defining  our  existence.  (Also  Phi- 
losophy 336.)  Prerequisite:  Senior  standing. 
(Three  credits.) 

437.  The  New  Individual:  Narcissus  and 
the  Faceless  Man.  A  study  of  individualism 
and  conformity  emphasizing  the  origins  of 
the  tradition  of  pessimism  in  modern 
American  thought.  Includes  discussion  of 
anarchism,  conformity,  authoritarianism, 
and  totalitarianism  contrasted  with  the  ideal 
of  the  well-rounded  individual  of  the  liberal 
arts  tradition.  Includes  readings  from  his- 
tory, philosophy,  and  literature.  Prerequisite: 
Senior  standing.  (Three  credits.) 

440.  Feminism  and  Communication.  A 

study  of  the  feminist  movement  from  the 
mid- 19th  century  to  the  present.  The  effects 
of  feminism  on  modern  communication 
behavior  and  rhetoric  are  considered.  Dis- 
cussions and  research  utilize  primary  source 
materials  as  well  as  classical  feminist  texts. 
Prerequisite:  Senior  standing.  (Three 
credits.) 

444.  The  Politics  of  Islam.  Examines 
different  forms  of  Islamic  revivalism  as  well 
as  the  basic  political  tenets  of  Islam.  Puts 


current  trends  in  historical  perspective.  (Also 
Government  244G.)  Prerequisite:  Senior 
standing.  (Three  credits.) 

468.  The  Arts  in  Society.  The  arts  examined 
critically  from  the  perspective  of  the  values 
which  they  embody,  express,  and  communi- 
cate. Topics  include:  freedom  and  creativity; 
the  autonomous  value  of  the  arts;  art  and  the 
sacred;  the  arts  in  relation  to  the  civic  envi- 
ronment (urban  design,  education,  censor- 
ship, pornography,  political  revolution, 
patronage,  and  kitsch).  Prerequisite:  Senior 
standing.  (Three  credits.) 

470.  Biotechnology  and  Human  Values.  A 

course  designed  to  study  the  impact,  trends, 
and  implications  of  biotechnology  on 
modern  culture.  The  biological  history  and 
development  of  the  phenomenon  will  also  be 
considered.  Prerequisite:  Senior  standing. 
(Three  credits.) 

471.  Ecology  of  Overpopulation.  An  exami- 
nation of  the  dilemma  facing  human-kind  as 
population  increases  and  resources  diminish. 
Possible  solutions  are  addressed  from  a  non- 
sectarian  posture,  recognizing  that  no  simple 
answers  exist.  Prerequisite:  Senior  standing. 
(Three  credits.) 

472.  Fiction  and  Industrial  Society.  An 

investigation  of  issues  and  questions  of  value 
raised  by  selected  19th-  and  20th-century 
novels  that  focus  on  modern  industrial 
society.  Prerequisite:  Senior  standing.  (Three 
credits.) 

477.  Energy  Resources.  Study  of  the  geol- 
ogic, economic,  and  socio-political  implica- 
tions of  locating,  recovering,  utilizing,  as 
well  as  the  disposing  of  the  wastes  from  the 
use  of  the  earth's  energy  resources.  The 
effects  of  population  growth  and  the 
demands  from  industrial  development  will 
be  considered.  Prerequisite:  Senior  standing. 
(Three  credits.) 

479.  Cosmology  and  Creation.  An  investi- 


47 


gation,  from  Western  and  Eastern  points  of 
view,  of  the  origin  of  the  universe  and  our 
place  in  it,  this  course  raises  issues  that  con- 
front most  thinking  people  at  some  point  in 
their  lives.  It  will  examine  differing  view 
points,  such  as  myth  and  truth,  creation  and 
evolution,  science  and  religion  and  critically 
study  the  contributions  of  scientists  -  both 
physical  and  biological,  philosophers  - 
ancient  and  modern,  and  theologians  —  tradi- 
tional and  non-traditional,  and  notice  where 
these  scholars  interrelate  and  where  they  part 
company.  (Also  RELG.  479.)  (Three 
credits.) 


MATHEMATICS  AND 
COMPUTER  SCIENCE 

Lyle  L.  Welch,  Professor,  Chair 
Richard  L.  Cogswell,  Associate  Professor 
Marta  M.  Tucker,  Associate  Professor 

MATHEMATICS 

■Mathematics  Major.  The  mathematics 
major  requires  a  minimum  of  30  semester 
hours  and  has  two  components.  The  first 
component  includes  courses  required  of  all 
majors  while  the  second  component  is 
courses  elected  from  a  list  of  courses  in 
Computer  Science,  Physics,  Philosophy,  or 
other  offerings  in  Mathematics. 


or 


Required  courses:  Mathematics  151  (c_ 
equivalent),  152,241,253,311  or  317,  330 
or  420. 


Elective  courses:  Mathematics  course 
numbered  200  or  above  (except  324), 
Computer  Science  315,  Philosophy  102, 
Physics  311. 

Those  preparing  for  Mathematics  education 
should  take  Math  317  and  a  course  in 
computer  science.  Computer  Science  125 
will  count  as  an  elective  towarad  the  major 
for  those  in  mathematics  education. 

Mathematics  Minor,  The  mathematics 
minor  requires  15  semester  hours  of  work  in 
mathematics.  Including  one  course  in  Calcu- 
lus, Mathematics  241,  3  semester  hours  at  the 
300  level  and  an  additional  3  semester  hours 
at  or  above  the  200  level  (except  324). 

104,  Introduction  to  Mathematics,  An 
introduction  to  the  mathematical  processes 
and  the  use  of  mathematics  in  problem 
solving.  Topics  will  include  but  are  not 
limited  to  algebra,  sets,  probability,  statistics, 
trigonometry,  and  number  theory.  The 
course  is  intended  for  nonmajors.  (Three 
credits.) 


48 


106,  Elementary  Statistics.  A  study  of  the 
methods  of  handling  data  and  the  nature  of 
probabiHty  distributions  and  an 
introduction  to  statistical  inference  with 
applications.  Topics  include  mean  and 
variance,  correlation  and  regression,  and 
some  of  the  basic  distributions  of  statistics. 
(Three  credits.) 

110.  Mathematics  for  Elementary  Educa- 
tion. A  study  of  the  number  systems  of 
arithmetic,  the  natural  numbers,  the  rational 
numbers,  statistics,  and  problem  solving. 
(Three  credits.) 

125.  Introduction  to  Computer  Science. 

An  introduction  to  the  computing  process, 
the  use  of  computers  in  problem  solving,  the 
elements  of  programming,  and  the  applica- 
tions and  cultural  impact  of  computers  and 
computing.  This  course  is  intended  for 
students  with  no  previous  computer  experi- 
ence. (Three  credits.) 

141.  Elementary  Functions.  A  precalculus 
study  of  polynomial,  circular,  exponential, 
and  logarithmic  functions.  Prerequisite: 
Two  and  one-half  years  of  college  prepara- 
tory mathematics.  (Four  credits.) 

151.  Calculus  I.  A  study  of  the  calculus  of 
functions  of  a  single  variable.  Prerequisite: 
Mathematics  l4l  or  placement.  (Four 
credits.) 

152.  Calculus  II.  A  continuation  of  Mathe- 
matics 151.  Prerequisite:  Mathematics  151. 
(Four  credits.) 

206.  Elementary  Statistics  vsath  Calculus. 

An  introduction  to  statistical  methods  and 
the  role  of  calculus  in  these  methods.  Topics 
include  mean  and  variance,  correlation  and 
regression,  distributions  of  statistics,  and 
statistical  inference.  Prerequisite:  Mathe-   ■ 
matics  151.  (Four  credits.) 

241.  Linear  Algebra.  A  study  of  finite 
dimensional  vector  spaces,  linear  transfor- 


mation, and  matrices.  Prerequisite:  Mathe- 
matics 151.  (Three  credits.) 

250.  Special  Topics.  (Three  credits.) 

253.  Calculus  III.  A  study  of  the  calculus  of 
functions  of  more  than  one  variable,  includ- 
ing partial  differentiation  and  multiple 
integration.  Prerequisite:  Mathematics  152. 
(Three  credits.) 

254.  Differential  Equations.  An  introduc- 
tion to  ordinary  differential  equations  and 
their  applications.  Prjsrequisite:  Mathematics 
253  or  consent  of  instructor.  (Three  credits.) 

260.  Discrete  Structures.  Topics  include 
sets  and  logic,  number  systems,  properties  of 
whole  numbers,  functions  and  relations, 
recursion,  combinatorics  and  probability, 
matrices,  and  graph  theory.  (Three  credits.) 

301.  Advanced  Calculus.  A  theoretical 
development  of  the  calculus  of  one  and 
several  variables,  including  topological 
concepts,  linear  theorems,  differentiation, 
integration,  series,  pointwise  convergence, 
and  uniform  convergence.  Offered  in 
alternate  years.  Prerequisite:  Mathematics 
253.  (Three  credits.) 

311.  Introduction  to  Modern  Algebra.  A 

study  of  groups,  rings,  and  fields  plus  their 
applications.  Offered  in  alternate  years. 
Prerequisite:  Mathematics  152,  241.  (Three 
credits.) 

317.  Geometry.  A  study  of  such  topics  in 
advanced  and  modern  geometry  as  non- 
Euclidean  geometry,  finite  and  projective 
geometries,  isometries  and  transformation 
groups,  convexity,  foundations,  and  axio- 
matics.  Offered  in  alternate  years.  Prerequi- 
site: Mathematics  152.  (Three  credits.) 

323.  Numerical  Analysis.  An  introduction 
to  numerical  algorithms.  Methods  will 
include  finding  roots  of  equations,  interpo- 
lation, curve-fitting,  approximations  of 


49 


functions,  and  numerical  differentiation  and 
integration.  Offered  in  alternate  years.  Pre- 
requisite: Mathematics  152.  (Three  credits.) 

324.  Mathematics  Methods  for  Secondary 
Teachers.  A  study  of  the  philosophy  and 
methods  of  teaching  mathematics  in  junior 
and  senior  high  school.  Co/Prerequisites: 
Mathematics  317,  Education  340.  (Three 
credits.) 

330.  Mathematics  Modeling.  A  study  of  the 
mathematical  modeling  process.  Examples 
will  come  from  calculus,  linear  algebra,  and 
physics.  Students  will  present  a  mathemati- 
cal model  of  some  phenomenon.  Prerequi- 
sites: Mathematics  241  or  consent  of 
instructor.  (Three  credits.) 

339.  Probability  and  Statistics.  An  intro- 
duction to  probability  theory  and  its  applica- 
tions, including  discrete  and  continuous 
random  variables,  density  functions, 
distribution  functions,  expectations,  and 
variance.  Offered  in  alternate  years.  Pre- 
requisite: Mathematics  206.  (Three  credits.) 

350.  Topics  in  Mathematics.  Possible  topics 
include  topology,  complex  variables,  and 
continuations  of  other  mathematics  courses. 
May  be  repeated  if  the  student  does  not 
already  have  credit  for  the  topic  offered. 
Offered  when  there  is  sufficient  student 
interest.  Prerequisites:  Mathematics  152  and 
consent  of  the  instructor.  (Three  credits.) 

420.  Independent  Study  and  Seminar.  A 

study  of  selected  topics  in  advanced  mathe- 
matics. Prerequisite:  Mathematics  311. 
(Three  credits.) 

COMPUTER  SCIENCE 

■Computer  Science  Major.  The  computer 
science  major  requires  a  minimum  of  30 
semester  hours  and  has  two  components. 
The  first  component  includes  courses 
required  of  all  majors  while  the  second 
component  is  courses  elected  from  a  list  of 


courses  in  Mathematics  or  other  offerings  in 
Computer  Science. 

Required  courses:  Computer  Science  161  (or 
equivalent),  163,  190,  220,  Mathematics 
260,  two  courses  from  Computer  Science 
320,  325,  335  or  345,  and  Computer 
Science  400  or  Mathematics  330. 

Elective  courses:  Computer  Science  course 
numbered  200  or  above  (except  324), 
Mathematics  151,  241,  323,  330. 

Those  preparing  for  graduate  study  should 
take  Computer  Science  325,  335,  345,  and 
complete  a  mathematics  minor. 

■Computer  Science  Minor.  The  computer 
science  minor  requires  1 5  semester  hours  of 
work  in  computer  science.  This  must 
include  one  course  in  a  programming 
language,  Computer  Science  163,  and  9 
semester  hours  in  computer  science  courses 
numbered  above  160  or  Mathematics  260 
(except  324). 

125.  Introduction  to  Computer  Science.  An 

introduction  to  the  computing  process,  the 
use  of  computers  in  problem  solving,  the 
elements  of  programming,  and  the  applica- 
tions and  cultural  impact  of  computers  and 
computing.  This  course  is  intended  for 
students  with  no  previous  computer  experi- 
ence. (Three  credits.) 

161.  Structured  Programming  in  Pascal. 

An  introduction  to  the  computing  process 
and  the  use  of  Pascal  in  problem  solving. 
Students  are  introduced  to  structured 
programming,  logic,  algorithms,  and 
pseudo-code.  (Four  credits.) 

163.  Data  Structures  with  Pascal.  An 

introduction  to  computer  data  structures 
which  include  arrays,  strings,  stacks,  queues, 
linked  lists  such  as  trees  and  algorithms  for 
use  with  these  structures,  file  processing,  and 
sequential  and  random  access.  Prerequisite: 
Computer  Science  161.  (Four  credits.) 


50 


190.  Digital  Electronics  for  Computer 
Science.  An  introduction  to  digital  circuit 
elements,  including  the  microprocessor. 
Empliasizes  practical  experience.  Prerequi- 
site: Computer  Science  161.  (Also  Physics 
190.)  (Four  credits.) 

200.  Programming  in  C.  An  introduction 
to  programming  in  C.  Students  are  intro- 
duced to  the  structure  and  syntax  of  this 
language.  Recommended  for  those  planning 
to  enroll  in  File  Structures,  Operating 
Systems  or  Graphics.  Prerequisite  COMP 
161  or  approval  of  instructor.  (One  Credit.) 

220.  Assembly  Language.  Topics  include 
computer  structure  and  machine  language, 
assembly  language,  addressing  techniques, 
macros,  input-output,  and  program  con- 
struction. Prerequisite:  Computer  Science 
190.  (Three  credits.) 

250.  Special  Topics.  (Three  credits.) 

315.  Scientific  Programming  in  Fortran.  A 

study  of  the  applications  of  Fortran  in  writ- 
ing programs  for  use  in  the  sciences.  Prereq- 
uisite: Computer  Science  161.  (Three 
credits) 

320.  File  Structures.  A  study  of  the  various 
organizations  and  access  methods  of  compu- 
ter files  and  file  systems.  Theory,  algorithms, 
and  performance  efficiencies  are  emphasized. 
Prerequisite:  Computer  Science  163.  (Three 
credits.) 

324.  Computer  Methods  for  Secondary 
Teachers.  A  study  of  the  philosophy  and 
methods  of  teaching  computer  science  in 
junior  and  senior  high  school.  Co-Prerequi- 
sites: Education  340,  Computer  Science 
163.  (Three  credits.) 

325.  Organization  of  Programming  Lan- 
guages. A  study  of  the  necessary  compo- 
nents of  programming  languages  and  of  how 
computers  implement  programs.  Prerequi- 
sites: Computer  Science  163,  220.  (Three 


ere 


dits.) 


330.  Graphics.  Graphics  programming  is 
becoming  an  increasingly  important  compo- 
nent of  computer  science.  Business  programs 
and  graphics  interfaces  make  use  of  graphics 
output.  This  course  will  examine  the  under- 
lying concepts  involved  in  all  graphics 
programming.  Students  will  study  how 
various  graphics  operations  are  carried  out. 
A  graphics  system  will  be  used  which  is 
independent  of  the  input  or  output  hard- 
ware. Prerequisite:  Computer  Science  163. 
(Three  credits.). 

335.  Systems  Analysis  and  Design.  Includes 
building  and  describing  a  logical  model  of  a 
system,  top-down  design  of  modular  struc- 
tures, and  database  management.  Prerequi- 
site: Computer  Science  163.  (Three  credits.) 

345.  Operating  Systems.  Topics  include 
dynamic  procedure  activation,  system 
structure,  memory  management,  process 
management,  and  recovery  procedures. 
Prerequisites:  Computer  Science  163,  220. 
(Three  credits.) 

350.  Topics  in  Computer  Science.  Possible 
topics  include  other  programming  languages 
and  artificial  intelligence.  May  be  repeated 
for  credit  with  different  topics.  Offered 
when  there  is  sufficient  student  interest. 
Prerequisites  vary  according  to  the  topic 
studied.  (Three  credits.) 

400.  Senior  Project.  An  individual  project 
chosen  by  the  student  in  consultation  with 
the  computer  science  faculty.  The  project 
may  involve  the  development  of  a  software 
and/or  hardware  system,  or  may  consist  of 
the  theoretical  study  of  an  approved  topic. 
Prerequisite:  Computer  Science  163,  190, 
220,  and  senior  standing.  (Three  credits.) 

420.  Independent  Study.  An  individual 
project  in  computer  science  undertaken  by 
the  student  with  the  guidance  of  the  faculty. 
Prerequisite:  Consent  of  the  instructor. 


51 


(Three  credits.) 

450.  Internship  in  Computer  Science.  An 

experience  designed  to  allow  students  in  the 
computer  science  field  to  apply  the  concepts 
and  ideas  developed  during  their  study  in 
the  major.  Prerequisite:  Senior  standing  and 
prior  approval  of  the  department.  (Three 
credits.) 


MILITARY  SCIENCE 

A  student  enrolled  in  the  military  science 
program  seeking  a  commission  in  the  U.S. 
Army  Reserve  may  major  in  any  recognized 
discipline  within  the  College. 

The  military  science  program  provides 
instruction  and  practical  experience  in 
leadership  and  management  that  will  help 
students  succeed  in  any  desired  career, 
civilian  or  military. 

HRequirements  for  Commission. 

1)  Completion  of  requirements  for  the 
bachelor's  degree. 

2)  Department  core  in  military  science 
under  the  four-year  program  (21  semester 
hours). 

a.  Introduction  to  Military  Science  101 
and  102  (two  semester  hours). 

b.  Basic  Military  Science  201  and  202 
(four  semester  hours) . 

c.  Intermediate  Military  Science  301  and 
302  (six  semester  hours). 

d.  Advanced  Summer  Camp  (six  semester 
hours  placement  credit). 

e.  Advanced  Military  Science  401  and 
402  (six  semester  hours). 

f  Maintain  a  C  average  in  intermediate 
and  advanced  military  science  courses. 

g.  Issues  and  Ideas  434  (three  semester 
hours). 

3)  Departmental  core  in  military  science 
under  the  two-year  program  (21  semester 
hours). 

a.  Basic  Summer  Camp  or  equivalent 
training  (six  semester  hours  placement 
credit). 

b.  Intermediate  Military  Science  301  and 
302  (six  semester  hours). 

c.  Advanced  Summer  Camp  (six  semester 
hours  placement  credit). 

d.  Advanced  Military  Science  401  and 
402  (six  semester  hours). 

e.  Maintain  a  C  average  in  intermediate 
and  advanced  military  science  courses. 

f  Issues  and  Ideas  434  (three  semester 
hours). 


52 


4)  Maintain  a  College  cumulative  grade- 
point  average  of  2.0  or  better. 

5)  Meet  prescribed  medical  fitness  standards. 

■Advanced  Placement.  Students  with  prior 
military  service  or  those  who  have  comple- 
ted one  or  more  years  at  a  service  academy 
or  basic  and  advanced  individual  traming 
(ARNG,  USAR)  will  receive  credit  for 
advanced  placement. 

HIExtra-curricular  Activities.  A  variety  of 
extra-curricular  activities  are  offered  for  all 
students  enrolled  in  military  science.  Many 
involve  team  competition  with  other  univer- 
sities. A  description  of  these  may  be  found 
in  the  student  handbook. 

■Reserve  Officers'  Training  Corps 
(ROTC).  The  Monmouth  College  military 
science  department  offers  a  variety  of  oppor- 
tunities for  qualified  students  to  obtain 
commissions  as  officers  in  the  United  States 
Army.  Commissions  are  earned  while  the 
students  obtain  their  B.A.  degrees  in  the 
academic  discipline  of  their  choice  (a 
student  does  not  major  in  military  science). 
Many  students  earn  their  degrees  with 
federal  ROTC  scholarship  assistance  and 
receive  financial  aid  from  ROTC.  The 
opportunities  to  obtain  a  commission 
include  a  four-year  program,  a  modified 
four-year  program,  and  a  two-year  program. 

■Four-year  Program.  The  normal  progres- 
sion to  a  commission  is  the  four-year 
program.  It  consists  of  a  basic  course  (first 
two  years)  and  an  advanced  course  (second 
two  years).  College  academic  credit  is  earned 
for  all  course  work  satisfactorily  completed. 
•BASIC  COURSE.  Basic  Course  enroll- 
ment is  limited  to  freshmen  and  sophomores. 
(The  permission  of  the  department  chair  is 
required  for  other  students.)  In  the  spring  of 
each  year,  freshmen  and  sophomores  com- 
pete for  several  federal  ROTC  scholarships. 
Basic  Course  students  are  not  required  to 
wear  uniforms  or  obtain  haircuts.  Basic 
Course  students  do  not  incur  any  military 


obligation.  During  the  period  of  the  Basic 
Course,  the  students  decide  whether  they 
want  to  enter  the  Advanced  Course.  The 
military  science  department  evaluates  their 
qualifications  and  determines  their  eligibility 
for  acceptance. 

•ADVANCED  COURSE.  Advanced 
Course  students  include  all  students  who 
have  successfully  completed  the  Basic 
Course  or  received  credit  for  the  Basic 
Course  under  one  of  the  other  options 
discussed  below.  Entry  into  the  Advanced 
Course  is  a  joint  decision  by  the  student  and 
the  military  science  department.  Require- 
ments include  being  of  good  character,  a 
loyal  U.S.  citizen,  under  28  years  of  age, 
medically  qualified,  not  a  conscientious 
objector,  having  more  than  a  2.0  cumulative 
grade-point  average,  and  passing  an  entrance 
test.  Students  entering  the  Advanced  Course 
sign  a  contract  with  the  government  and  earn 
$100  tax  free  each  month  during  their  last 
two  years  of  college  (up  to  $2,000).  They 
continue  to  compete  for  numerous  federal 
scholarships.  Advanced  Course  students  do 
incur  a  military  obligation  in  either  the 
Reserves,  National  Guard,  or  Active  Army. 
The  length  of  obligation  varies  depending 
on  the  type  of  commission  taken.  Students 
can  be  guaranteed  Reserve  Forces  duty. 
Course  work  for  the  Advanced  Course  spans 
two  years.  Advanced  Course  students  also 
attend  an  Advanced  Summer  Camp  of  six 
weeks  duration,  normally  between  their 
junior  and  senior  years.  Students  receive  pay, 
travel  pay,  and  board  and  room  while 
attending  the  camp. 

■Two-year  Program.  The  two-year  pro- 
gram permits  the  student  to  enter  the 
Advanced  Course  afi:er  successful  comple- 
tion of  the  ROTC  Basic  Summer  Camp. 
The  ROTC  Basic  Camp  is  approximately  six 
weeks  long  and  provides  military  training  in 
such  subjects  as  leadership,  rappelling,  map 
reading,  rifle  marksmanship,  physical  train- 
ing, tactics,  communications,  first  aid,  and 
water  survival.  The  student  attending  ROTC 
Basic  Camp  is  paid  to  attend  and  receives 


53 


free  lodging,  meals,  and  college  credit  (six 
elective  hours).  There  is  no  service  obliga- 
tion connected  with  the  camp.  The  camp  is 
designed  to  provide  the  student  with  Basic 
Course  credit.  Students  wishing  to  attend 
the  Basic  Camp  should  apply  early  in  the 
spring  semester. 

■Advanced  Placement  Credit.  Veterans, 
prior  service  students,  junior  ROTC  students 
(three  or  more  years),  and  National  Guard 
or  USAR  members  may  receive  advanced 
placement  credit  for  the  Basic  Course. 

HScholarships  and  Financial  Aid. 

•SCHOLARSHIPS.  Federal  ROTC 
scholarships  are  available  on  a  competitive 
basis  to  qualified  students.  Scholarships  are 
awarded  on  merit  and  not  on  need.  Federal 
ROTC  scholarship  competition  is  held 
during  the  spring  semester  for  freshmen  and 
sophomores.  Scholarships  are  awarded  based 
on  the  results  of  a  written  examination,  evi- 
dence of  scholastic  ability  (all  college  grades), 
and  an  appearance  before  an  interview  board. 
The  federal  ROTC  scholarship  pays  $8,000 
or  80  percent  of  tuition,  whichever  is  higher, 
a  flat  rate  book  fee,  and  $100  a  month  living 
allowance  during  the  school  year. 

•FINANCIAL  AID.  During  the  last  two 
years  of  military  science,  contracted 
Advanced  Course  students  receive  a  total 
living  allowance  of  approximately  $2,000  tax 
free.  This  subsistence  allowance  is  received 
in  $100  monthly  installments  during  the 
school  year.  Simultaneous  Membership 
Program  cadets  also  receive  pay  from  their 
Reserve  or  National  Guard  unit. 

HCommission  as  a  Second  Lieutenant. 

Students  who  successfully  complete  all 
requirements  of  the  ROTC  program  are 
commissioned  as  second  lieutenants.  These 
commissionees  fulfill  their  contractual  obli- 
gations by  serving  in  the  v^rmy  Reserve, 
National  Guard,  or  on  Active  Duty.  Service 
in  the  Reserve  or  National  Guard  is  an  ideal 
way  of  blending  a  full-time  civilian  career 
with  part-time  service  to  the  country  as  an 


officer.  The  military  duties  of  these  new 
officers  cover  the  entire  spectrum  from 
infantry  to  medical  service,  including  such 
options  as  aviation,  personnel 
administration,  finance,  military  intelligence, 
and  military  police.  Many  students  delay 
their  military  duties  to  attend  graduate  school 
or  to  attain  professional  degrees.  Students 
desiring  fiirther  information  should  either 
visit  the  department  of  military  science  in 
Wallace  Hall,  309/457-2107,  or  call  Western 
Illinois  University  collect  at  309/298-1 161. 

lOL  Introduction  to  Military  Science.  A 

survey  course  designed  to  encourage  devel- 
opment of  fundamental  leadership  and 
management  skills  which  provide  a  founda- 
tion for  personal  growth  and  leadership 
study.  Customs  and  traditions  of  the  service 
and  branches  of  the  Army,  as  they  pertain  to 
officer  training,  are  discussed.  One  hour 
lecture;  two  hours  laboratory.  (One  credit). 

102.  Introduction  to  Military  Science. 

Continuation  of  Military  Science  101. 
Introduction  to  the  military  system  focusing 
on  basic  Army  knowledge,  organization,  and 
the  role  of  the  total  Army  in  American 
society.  Includes  an  introduction  to  national 
defense.  One  hour  lecture;  two  hours  labora- 
tory. Prerequisite:  Military  Science  101  or 
consent  of  the  PMS.  (One  credit.) 

201.  Basic  Military  Science.  Students  parti- 
cipate in  a  leadership  assessment  program 
which  provides  individual  feedback  on  12 
leader  dimensions.  Selected  leadership 
theories  are  discussed.  Also  includes  study 
and  application  of  the  methods  of  military 
instruction.  Two  hours  lecture;  two  hours 
laboratory.  Prerequisite:  Military  Science 
102.  (Two  credits.) 

202.  Basic  Military  Science.  Military  map 
reading  and  land  navigation,  continuation  of 
personal  leadership  development.  Applica- 
tion of  map  reading  through  practical  exer- 
cises. Lab  continues  development  of  indivi- 
dual military  skills.  Two  hours  lecture;  two 


54 


hours  laboratory.  Prerequisite:  Military 
Science  201  or  consent  of  the  PMS.  (Two 
credits.) 

220.  Individual  Studies.  Special  study  in 
military  science  carried  out  under  the  supe- 
rvision of  a  faculty  member.  Limited  to 
enrolled  military  science  students.  Prerequi- 
site: Permission  of  the  PMS.  (One  to  three 
credits.) 

301.  Intermediate  Military  Science. 

Theories  and  techniques  of  military  leader- 
ship. Seminar  format  concentrating  on 
individual  and  group  processes  and  inter- 
action, leader-group  interaction,  organiza- 
tional demands,  communications,  and 
counseling,  leadership  styles,  and  behaviors. 
Review  of  land  navigation.  Application  of 
leadership  techniques  and  preparation  for 
Advanced  Camp.  Three  hours  lecture;  two 
hours  laboratory.  Field  trips  required.  Pre- 
requisites: Military  Science  202  or  Basic 
Camp  and  consent  of  the  PMS.  (Three 
credits.) 

302.  Intermediate  Military  Science.  Tacti- 
cal organization  and  operations:  considera- 
tions in  small  unit  leadership  operations 
orders  and  reports,  control  systems,  rifle 
platoon  in  the  attack  and  defense,  patrolling, 
and  specialized  operation.  Laboratory  prepa- 
ration for  Advanced  Summer  Camp.  Three 
hours  lecture;  two  hours  laboratory.  Field 
trips  required.  Prerequisite:  Military  Science 
301  and  consent  of  the  PMS.  (Three 
credits.) 

401.  Advanced  Military  Science.  Staff 
procedures  at  the  company  and  battalion 
level;  military  justice  and  security.  Labora- 
tory for  application  of  leadership  skills. 
Three  hours  lecture;  two  hours  laboratory. 
Field  trips  required.  Prerequisites:  Military- 
Science  302  and  consent  of  the  PMS.  (Three 
credits.) 

402.  Advanced  Military  Science.Company 
level  administration,  ethics,  logistics,  and 


maintenance;  and  active  duty  orientation. 
Laboratory  application  of  leadership  skills. 
Three  hours  lecture;  two  hours  laboratory. 
Field  trips  required.  Prerequisites:  Military 
Science  401  and  consent  of  the  PMS.  (Three 
credits.) 

420.  Individual  Studies.  Special  study  in 
military  science  carried  out  under  the  super- 
vision of  a  faculty  member.  Limited  to 
enrolled  military  science  students.  Prerequi- 
site: Permission  of  the  PMS.  (One  to  three 
credits.) 


55 


MODERN  FOREIGN 
LANGUAGES 

Susan  Holm,  Associate  Professor,  Chair 

Annabelle  Andrade,  Lecturer 

Mayra  Daniel,  Lecturer 

Fred  Keller,  Instructor 

Mary  Lois  McCarnes,  Lecturer 

Jacquelynn  Urban,  Lecturer 

■Spanish  Major.  A  major  in  Spanish  con- 
sists of  a  minimum  of  nine  courses  beyond 
the  102  level.  Students  planning  careers  in 
international  business  or  government  should 
consult  the  department  for  specific  course 
recommendations.  The  modern  foreign 
languages  department  encourages  its  majors 
to  spend  a  period  of  time  abroad  in  study 
and  travel  and  helps  those  who  wish  to  do  so 
in  every  way  it  can. 

■Spanish  Minor.  A  minor  in  Spanish  con- 
sists of  a  minimum  of  five  courses  beyond 
the  102  level. 

■Secondary  Education.  Majors  in  Spanish 
seeking  certification  in  secondary  education 
must  take  Modern  Foreign  Languages  460 
(Methods  of  Teaching  Modern  Foreign 
Languages).  The  State  of  Illinois  will  count 

101  and  102  to  reach  the  required  32  semes- 
ter hours  for  certification  although  101  and 

102  do  not  count  toward  a  major  in  Spanish. 
If  students  place  out  of  101  and/or  102  at 
Monmouth  College,  their  transcript  will 
indicate  their  proficiency  at  the  101  and/or 
102  level.  Thus,  the  proficiency  test  results 
will  be  counted  by  the  State  of  Illinois  as  the 
equivalent  of  having  taken  101  and/or  102, 
for  the  sole  purpose  of  counting  courses 
since  no  credit  will  be  given. 

SPANISH 

lOlG.  Elementary  Spanish  L  An  introduc- 
tion to  Spanish  both  as  a  spokenand  written 
language  with  attention  to  pronunciation 
and  practice  in  using  the  language,  and  as 


the  communication  system  for  a  different 
culture,  including  distinct  thought  processes 
and  viewpoints.  (Four  credits.) 

102G.  Elementary  Spanish  IL  A  continua- 
tion of  Spanish  101.  Prerequisite:  A  passing 
grade  in  Spanish  101  or  placement.  (Four 
credits.) 

201.  Intermediate  Spanish.  Emphasis  on 
the  spoken  and  written  language  aimed 
toward  accurate  oral  and  written  expression. 
Includes  review  of  grammar.  Students 
become  further  acquainted  with  cultural 
aspects  of  Spain  and  Spanish  America.  Pre- 
requisite: A  passing  grade  in  Spanish  102  or 
placement.  (Three  credits.) 

210.  Advanced  Composition  and  Conver- 
sation. A  study  of  the  structure  of  the 
Spanish  language  beyond  the  intermediate 
level.  Includes  conversation  based  on  read- 
ings and  written  composition  aimed  toward 
accuracy  of  expression.  Prerequisite:  Spanish 
201  or  its  equivalent.  (Three  credits.) 

250.  Special  Topics.  May  be  repeated  for 
credit.  (Three  credits.) 

252.  Culture,  Folklore,  and  Historical 
Background  of  the  Spanish-Speaking 
World.  A  study  of  Spanish  civilization,  the 
development  of  Hispanic  culture,  and  its 
ramifications  in  Spanish-speaking  countries. 
Prerequisite:  Spanish  201  or  its  equivalent. 
(Three  credits.) 

310.  Introduction  to  Spanish  Literature. 

7\n  introduction  to  the  genres  of  poetry, 
narrative,  drama,  and  essay,  and  to  basic 
literary  analysis,  using  representative  works 
from  Hispanic  and  Hispanophone  literature. 
Prerequisite:  Spanish  210  or  placement. 
(Three  credits.) 

321.  The  Golden  Age  of  Spanish  Litera- 
ture. A  study  of  the  Quijote  and  the  poetry 
and  drama  of  the  Renaissance  and  Baroque 
periods.  Prerequisite:  Spanish  310  or  con- 


56 


sent  of  the  instructor.  (Three  credits.) 

322.  19th-century  Spanish  Literature.  A 
study  of  representative  works  from  the  Ro- 
mantic, Reahst,  and  Naturalist  movements 
in  Spain.  Prerequisite:  Spanish  310  or 
consent  of  the  instructor.  (Three  credits.) 

323.  20th-century  Spanish  Literature.  An 

examination  of  Spanish  literature  as  a  reflec- 
tion of  20th-century  Spanish  society.  Pre- 
requisite: Spanish  310  or  consent  of  the 
instructor.  (Three  credits.) 

324.  Latin  American  Literature,  An  over- 
view of  tendencies  in  Latin  American  litera- 
ture with  special  emphasis  on  contemporary 
literature.  Prerequisite:  Spanish  310  or 
consent  of  the  instructor.  (Three  credits.) 

326.  Topics  in  Spanish.  A  detailed  study  of 
a  selected  topic  related  to  the  Spanish 
language  or  Hispanic  literature.  May  be 
repeated  for  credit.  Prerequisite:  Spanish 
3 1 0  or  consent  of  the  instructor.  (Three 
credits.) 


FRENCH 

lOlG.  Elementary  French  L  An  introduc- 
tion to  French  both  as  a  spoken  and  written 
language  with  attention  to  pronunciation 
and  practice  in  using  the  language,  and  as 
the  communication  system  for  a  different 
culture,  including  distinct  thought  processes 
and  viewpoints.  (Four  credits.) 

102G.  Elementary  French  II.  A  continua- 
tion of  French  101.  Prerequisite:  A  passing 
grade  in  French  1 0 1  or  placement.  (Four 
credits.) 

20 1 .  Intermediate  French.  Includes  selected 
readings  from  modern  literature  with  con- 
tinued oral  and  written  practice  and  review 
of  grammar.  Prerequisite:  French  102  or 
placement.  (Three  credits.) 


210.  Advanced  Composition  and  Conversa- 
tion. A  study  of  the  structure  of  the  French 
language  beyond  the  intermediate  level. 
Includes  continued  grammar  study  and 
written  and  oral  composition  aimed  toward 
accuracy  of  expression.  Prerequisite:  French 
201  or  its  equivalent.  (Three  credits.) 

250.  Special  Topics.  May  be  repeated  for 
credit.  (Three  credits.) 

252.  Culture,  Folklore,  and  Historical 
Background  of  the  French-Speaking  World. 

A  study  of  French  civilization,  the  develop- 
ment of  French  culture,  and  its  ramifications 
in  other  countries.  Prerequisite:  French  201 
or  its  equivalent.  (Three  credits.) 


GERMAN 

lOlG.  Elementary  German  I.  An  introduc- 
tion to  spoken  and  written  German  with 
attention  to  pronunciation  and  practice  in 
using  the  language  and  as  the  communica- 
tion system  for  a  different  culture,  including 
distinct  thought  processes  and  viewpoints. 
(Four  credits.) 

102G.  Elementary  German  II.  A  continua- 
tion of  German  101.  Prerequisite:  A  passing 
grade  in  German  101  or  placement.  (Four 
credits.) 

201.  Intermediate  German.  A  continuation 
of  German  102  in  which  students  complete 
their  overview  of  German  grammar  and 
further  develop  their  skills  in  speaking, 
listening,  writing,  and  reading.  Prerequisite: 
German  1 02  or  placement.  (Three  credits.) 


57 


MODERN  FOREIGN 
LANGUAGES 

220.  Individual  Study.  Students  arrange 
appropriate  sophomore-level  independent 
study  projects  with  individual  instructors  in 
their  major  language.  (One  to  four  credits.) 

250.  Special  Topics.  May  be  repeated  for 
credit.  (Three  credits.) 

320.  Individual  Study.  Students  arrange 
appropriate  junior-level  independent  study 
projects  with  individual  instructors  in  their 
major  language.  (One  to  four  credits.) 

340.  Introduction  to  Linguistics  and 
Phonetics.  A  course  designed  for  students 
interested  in  the  structure  and  phonetics  of 
modern  languages.  (Three  credits.) 

420.  Individual  Study.  Students  arrange 
appropriate  senior-level  independent  study 
projects  with  individual  instructors  in  their 
major  language.  (One  to  four  credits.) 

460.  Methods  of  Teaching  Modern  Foreign 
Languages.  A  study  of  the  methods  of  teach- 
ing modern  foreign  languages.  Required  for 
secondary  certification.  Co-prerequisite: 
Education  340.  (Three  credits.) 


MUSIC 

Michael  E.  Sproston,  Associate  Professor, 

Chair 

James  E.  Betts,  Assistant  Professor 

Richard  L.  Griffiths,  Professor 

Carolyn  Suda,  Lecturer 

■Music  Major. 

•GENERAL  MAJOR.  The  program  for 
the  general  music  major  includes  Music 
101,  121,  122,  123,  124,  321,  322,  and 
420;  at  least  one  course  chosen  from  Music 
201,  203,  or  302;  four  credits  in  applied 
music;  participation  in  Music  184  or  185 
during  each  semester  the  student  is  enrolled 
on  campus;  and  attendance  at  campus 
concerts  and  recitals.  The  major  should  refer 
to  the  music  department  handbook  for  addi- 
tional policies. 

The  culminating  experience  for  music 
majors  is  an  independent  study  in  the  senior 
year  consisting  of  an  in-depth  investigation 
of  a  topic  chosen  by  the  student  in  conjunc- 
tion with  the  advisor. 
•PERFORMANCE.  Music  majors  who 
concentrate  in  performance  must  take  an 
additional  eight  credits  of  applied  music  in 
their  major  instrument  and  present  a  full 
recital  during  the  senior  year.  Other 
requirements  for  the  general  major  apply. 

IMusic  Minor.  The  minor  in  music  is 
designed  for  those  students  who  wish  to 
develop  both  their  performance  skills  and 
their  general  understanding  of  music.  The 
minor  requires  two  courses  (taken  in 
sequence)  chosen  from  Music  121,  122, 
123,  or  124;  one  course  chosen  from  Music 
201,  203,  or  302;  one  course  chosen  from 
Music  321  or  322;  four  credits  in  applied 
music  (including  two  credits  in  piano  if  not 
the  major  applied  instrument);  and  four 
credits  in  ensembles.  In  addition,  attendance 
at  campus  concerts  and  recitals  is  expected 
each  semester.  : 

■Music  Education.  Students  preparing  for 


58 


certification  in  secondary  vocal-music 
education  take  Music  101,  121,  122,  123, 
124,  201,  252,  313,  321,  322,  420,  and 
eight  credits  of  applied  music,  as  well  as 
participate  in  Music  184  during  each 
semester  the  student  is  enrolled  on  campus. 
They  must  also  satisfy  the  professional 
education  requirements. 

Students  preparing  for  a  special  K-12 
vocal  certificate  take  Music  312  in  addition 
to  the  vocal-music  education  program. 

APPLIED  MUSIC 

Performance  instruction  is  available  by 
audition  or  by  consent  of  the  instructor  and 
consists  of  one  half-hour  lesson  per  week 
with  at  least  one  hour  of  daily  practice  for 
one  credit  per  semester.  Music  majors  or 
other  advanced  students  may  study  for  two 
credits  per  semester,  requiring  a  one-hour 
individual  lesson  each  week  and  at  least  two 
hours  of  daily  practice. 

Music  majors  are  expected  to  demon- 
strate competence  on  the  keyboard  by 
passing  an  examination  in  functional  piano. 
Piano  study  for  music  majors  who  have  had 
little  experience  with  a  keyboard  instrument 
is  strongly  recommended  for  the  freshman 
year  as  a  basis  for  further  study  of  music. 

Odd-numbered  courses  carry  one  credit 
per  term;  even-numbered  courses  carry  two 
credits. 

145G.  Piano.  (One  credit.) 

146G.  Piano.  (Two  credits.) 

151G.  Voice.  (One  credit.) 

152G.  Voice.  (Two  credits.) 

155G.  Strings— Cello.  (One  credit.) 

156G.  Strings— Cello.  (Two  credits.) 


ENSEMBLES 

The  following  ensembles  are  open  to  all 
students  by  audition  or  by  consent  of  the 
instructor.  Each  carries  one  credit  per 
semester. 

131G.  Jazz  Band.  (One  credit.) 

132G.  Vocal  Jazz.  (One  credit.) 

133G.  Sound  of  Five A^ocal.  (One  credit.) 

134G.  Sound  of  Five/Instrumental.  (One 
credit.) 

18 IG.  Vocal  Chamber  Music.  (One  credit.) 

182G.  Instrumental  Chamber  Music.  (One 
credit.) 

184G.  Concert  Choir.  (One  credit.) 

185G.  Wind  Ensemble.  (One  credit.) 

186G.  Highlanders.  CR/NC.  (One  credit.) 

COURSES 

lOlG.  Introduction  to  Music.  A  study  of 
musical  materials,  principles  of  organization, 
and  historical  styles.  Designed  to  develop  an 
understanding  of  music.  Music  majors  or 
minors  should  enroll  in  Music  101  during 
their  freshman  year.  (Three  credits.) 

121.  Theory  of  Music  I.  An  introductory 
investigation  into  the  basic  theoretical 
foundations  of  music— melody,  harmony, 
rhythm,  tone  color,  and  form— through  the 
study  of  music  from  various  stylistic  periods 
and  the  development  of  skills  in  listening, 
singing,  keyboard,  composition,  and 
analysis.  (Three  credits.) 

122.  Theory  of  Music  II.  A  continuation  of 
Music  121  at  the  elementary  level.  Prerequi- 
site: Music  121  or  consent  of  the  instructor. 
(Three  credits.) 


59 


123.  Theory  of  Music  III.  A  continuation 
of  Music  122  at  the  intermediate  level. 
Prerequisite:  Music  122  or  consent  of  the 
instructor.  (Three  credits.) 

124.  Theory  of  Music  IV.  A  continuation  of 
Music  123  at  the  advanced  level.  Prerequi- 
site: Music  123  or  consent  of  the  instructor. 
(Three  credits.) 

191.  Advanced  Conducting.  (One  credit.) 

192.  Advanced  Conducting.  (Two  credits.) 

20 1 .  Introduction  to  Conducting.  An  intro- 
duction to  the  principles  of  conducting  that 
includes  interpretive  study  of  choral  and 
instrumental  scores.  May  include  conduc- 
ting campus  music  groups.  Offered  in  alter- 
nate years.  Prerequisite:  Music  124  or 
consent  of  the  instructor.  (Three  credits.) 

203G.  Evolution  of  Jazz.  A  study  of  the 
origin  and  development  of  jazz  and  its 
components.  Designed  to  develop  an  under- 
standing of  jazz  as  it  relates  to  American 
society  and  other  styles  of  music.  Offered  in 
alternate  years.  (Also  Pan  American  203.) 
(Three  credits.) 

250.  Special  Topics.  (Three  credits.) 

252.  String  Techniques.  A  study  of  the 
techniques  of  playing  the  violin,  viola,  cello, 
and  double  bass  for  students  preparing  to 
teach  music  at  the  elementary  or  secondary 
level.  Offered  in  alternate  years.  Prerequisite: 
Music  1 24  or  consent  of  the  instructor. 
(One  credit.) 

302.  Form  and  Analysis.  An  examination  of 
the  significant  formal  structures  in  Western 
tonal  music  through  various  analytical  tech- 
niques. Offered  in  alternate  years.  Prerequi- 
site: Music  124.  (Three  credits.) 

312.  Teaching  Music  in  the  Elementary 
School.  A  study  of  music  fundamentals, 
teaching  skills,  and  teaching  methods  at 
different  grade  levels.  Includes  comprehen- 


sive coverage  of  music  requirements  for 
prospective  elementary  teachers  with  special 
emphasis  on  singing  and  functional  piano 
technique.  Offered  in  alternate  years.  (Three 
credits.) 

313.  Music  Education  I.  A  study  of  the 
teaching  and  administration  of  vocal  music 
in  secondary  schools.  Topics  include  the 
general  music  program,  the  changing  voice, 
instructional  problems,  and  materials  for 
vocal  ensembles.  Offered  in  alternate  years. 
Prerequisite:  Music  124.  (Three  credits.) 

321.  History  and  Literature  of  Music  I.  A 

study  of  music  from  the  earliest  times  to 
1750.  Emphasizes  works,  styles,  and  formal 
and  theoretical  considerations.  Includes  an 
introduction  to  bibliographic  materials  and 
procedures  for  research  in  music.  Offered  in 
alternate  years.  Prerequisite:  Music  124  or 
consent  of  the  instructor.  (Three  credits.) 

322.  History  and  Literature  of  Music  II.  A 

study  of  music  from  1750  to  the  present. 
Emphasizes  works,  styles,  and  formal  and 
theoretical  considerations.  Includes  contin- 
ued study  of  bibliographic  materials  and 
procedures.  Offered  in  alternate  years.  Pre- 
requisite: Music  1 24  or  consent  of  the 
instructor.  (Three  credits.) 

420.  Independent  Study.  Individual  study 
of  a  topic  of  special  interest  directed  by  a 
member  of  the  music  faculty.  May  be 
repeated  for  credit.  Prerequisite:  Music  322 
or  consent  of  the  instructor.  (Three  credits.) 


60 


PAN-AMERICAN 
STUDIES 


James  E.  Betts,  Assistant  Professor, 
Coordinator 


The  objective  of  the  Pan-American  Studies 
program  is  to  enhance  students'  understand- 
ing of  the  cultural,  social,  and  linguistic 
diversity  of  the  Americas.  The  program 
encourages  students  to  make  connections 
and  to  pursue  questions  regarding  relation- 
ships among  areas  of  study  which  are 
distinct  but  which  have  important  interests 
in  common,  not  only  with  each  other,  but 
with  the  world  in  which  the  students  will 
live.  In  this  respect,  the  Pan-American 
Studies  program  represents  a  true  liberal  arts 
experience. 

HPan-American  Studies  Minor.  Students 
who  minor  in  Pan-American  Studies  must 
complete  the  following:  Pan-American 
Studies  201;  competence  in  Spanish  lan- 
guage at  the  Spanish  201  level;  two  courses 
from  the  Fine  Arts/Literature  cluster  (see 
below);  and  two  courses  from  the  Social 
Sciences/History  cluster  (see  below).  For 
students  with  a  particular  interest,  Pan- 
American  Studies  30 1  may  be  substituted 
for  one  of  the  latter  four  courses.  In  courses 
in  which  Pan-American  Studies  comprise 
part  of  the  course,  the  student  should  work 
with  the  instructor  in  choosing  readings 
and/or  papers  appropriate  to  the  minor. 

lOff  Campus  Study.  Students  who  minor 
in  Pan-American  Studies  are  encouraged  to 
engage  in  off  campus  study.  ACM  programs 
of  particular  relevance  to  this  minor  are  the 
Costa  Rica  Programs,  the  Urban  Studies 
Program,  the  Chicago  Semester  in  the  Arts, 
and  the  Urban  Education  Program.  Credit 
toward  the  minor  for  off  campus  study  will 
be  determined  by  the  Coordinator  and  will 


normally  substitute  for  one-two  of  the 
cluster  courses. 

201.  The  Americas:  An  Introduction  to 
Pan-American  Studies.  An  overview  of  the 
relationships  between  the  countries  of  the 
Western  Hemisphere:  North,  Central,  and 
South  America  and  the  Caribbean.  Topics 
explored  include  geography  and  resources; 
Asian,  European,  and  African  immigration 
and  settlement;  the  development  of  indepen- 
dence movements;  current  political,  national, 
and  economic  issues;  and  inter-American 
cross-cultural  influences^  The  relationship  of 
these  issues  to,  and  their  place  in,  other 
courses  of  study  will  be  emphasized. 

301.  Independent  Study.  Independent  study 
in  an  area  of  Pan-American  Studies  directed 
by  a  member  of  the  faculty.  Prerequisites: 
Pan  American  Studies  201  and  approval  of 
the  instructor  and  the  Coordinator  of  Pan- 
American  Studies. 

Fine  Arts/Literature: 


ART  250 
ENG  260 

ENG  347 

ENG  349 
SPAN  210 

SPAN  252 


SPAN  324 
SPAN  326 


Women,  Art,  and  Feminism 
Literature  of  Feminism 
Genre  Studies  in  American 
Literature 
Special  Topics* 
Advanced  Composition  and 
Conversation 
Culture,  Folklore,  and 
Historical  Background  of  the 
Spanish  Speaking  World 
Latin  American  Literature 
Special  Topics* 


Social  Science/History: 

GOV  150      Seminar  in  Politics  and 

Literature* 
GOV  200      Comparative  Politics 
GOV  270      Global  Affairs 
HIST  110     Columbus  and  the  European 

Encounter  with  America 
HIST  305     History  of  Mexico 


61 


ECON351    Comparative  Economic 

Systems 
ECON  360    International  Trade  and 

Finance 
SOC  343       Population 
SOC  347       Gender,  Race,  and  Ethnicity 

*only  acceptable  when  the  topic  is  pertinent  to 
the  minor 


PHILOSOPHY  AND 
RELIGIOUS  STUDIES 

Robert  A.  Cathey,  Assistant  Professor,  Chair 
Chenyang  Li,  Assistant  Professor 


■  Philosophy  and  Religious  Studies  Major. 

The  major  in  philosophy  and  religious 
studies  consists  of  six  core  courses  plus  a 
concentration  of  four  courses  in  either 
philosophy  or  religious  studies.  The  core 
courses  include  two  courses  in  the  history  of 
philosophy  (PHIL  309  and  307),  two 
courses  in  the  history  of  Christianity  (RELG 
203  and  204),  one  course  in  ethics  (PHIL 
and  RELG  207),  and  one  course  in  philoso- 
phy of  religions  (PHIL  and  RELG  213). 
Philosophy  and  religious  studies  majors  are 
strongly  urged  to  take  courses  beyond  the 
general  education  requirements  in  ancient 
and  modern  languages:  Greek,  Latin, 
German,  or  French. 

HPhilosophy  Concentration.  The  concen- 
tration in  philosophy  consists  of  one  required 
course  in  logic  (PHIL  102),  a  senior  project 
(PHIL  450),  and  two  courses  selected  from 
the  following:  Philosophy  of  Education 
(PHIL  211),  Philosophy  of  Science  (PHIL 
312),  Philosophy  and  Religions  of  Asia 
(PHIL  300),  Argumentation  (SCTA  306), 
Aesthetics  (PHIL  315),  Poetics  of  the  Self 
(PHIL  336),  Political  Philosophy  from  Plato 
to  the  Present  (PHIL  411),  Close  Encoun- 
ters in  Political  Philosophy  (412),  special 
topics  (PHIL  250),  Environmental  Ethics 
(PHIL  and  RELG  310),  and  individualized 
study  (PHIL  320). 

■Religious  Studies  Concentration,  The 

concentration  in  religious  studies  consists  of 
two  required  courses  in  the  Bible  (RELG 
101  and  108),  a  senior  project  (RELG  450), 
and  one  course  selected  from  the  following: 
Judaism  and  Islam  (RELG  210),  Politics  of 
Islam  (GOVT  244),  History  of  the  Middle 
East  (HIST  302),  History  of  India  and 


62 


South  Asia  (HIST  303),  Philosophy  and 
Rehgions  of  Asia  (RELG  300),  special  topics 
(RELG  250),  Environmental  Ethics  (PHIL 
and  RELG  310),  Future  of  Religions  (RELG 
405),  and  individualized  study  (RELG  320). 

■Philosophy  and  Religious  Studies  Minor. 

The  minor  in  philosophy  and  religious 
studies  consists  of  five  out  of  the  six  core 
courses  w^ith  a  choice  between  Ethics  (PHIL 
and  RELG  207)  and  Philosophy  of  Reli- 
gions (PHIL  and  RELG  213).  In  addition,  a 
sixth  course  must  be  chosen  from  any  300  or 
400  level  course  offered  in  the  department. 
Where  applicable  courses  may  also  count  for 
general  education  credit. 

IReligious  Studies  Minor,  A  religious 
studies  minor  needs  to  take  the  following 
five  courses.  Introduction  to  the  Old  Testa- 
ment (RELG  lOlG),  Introduction  the  New 
Testament  (RELG  108),  Philosophy  and 
Rehgions  of  Asia  (RELG  300G),  Future  of 
Religions  (RELG  405),  and  either  History 
of  Christianity  I  or  History  of  Christianity 
II  (RELG  203G  or  RELG  204G). 

■Philosophy  Minor.  A  Philosophy  minor 
needs  to  take  the  following  five  courses. 
Critical  Thinking:  Introduction  to  Logic 
(PHIL  102),  Ethics  (PHIL  207),  Classical 
and  Medieval  Philosophy  (PHIL  309G), 
Modern  and  Contemporary  Philosophy 
(PHIL  307G),  and  either  Introduduction  to 
Philosophy  or  Philosophy  of  Education 
(PHIL  101  or  211). 


PHILOSOPHY 

101.  Introduction  to  Philosophy.  Many 
issues  that  we  deal  with  in  daily  life  are 
ultimately  philosophical  issues.  Philosophy 
is  defined  as  'love  of  wisdom.'  What  do 
people  do  in  this  field?  This  course  will  lead 
students  to  explore  some  fijndamental 
philosophical  questions.  These  questions 
include,  'What  is  reality?'  'What  is  knowl- 


edge?' 'How  do  we  know  anything?"What  is 
good?'  'What  is  truth?'  'What  is  beauty?' 
'What  is  the  foundation  of  human  morality?' 
'Is  morality  absolute  or  culture-relative?' 
'Does  God  exist?'  'What  is  happiness?' 
'What  is  a  person?'  etc.  Logical  reasoning 
and  argumentation  will  be  strongly  empha- 
sized. Students  will  have  opportunities  to 
look  into  these  issues  and  develop  their  own 
coherent  views.  No  prior  knowledge  of 
philosophy  is  required. 

102.  Critical  Thinking:  Introduction  to 
Logic.  A  study  of  fiindamental  distinctions 
required  for  effective  reasoning  such  as  truth 
and  validity,  deduction,  and  induction. 
Application  of  procedures  for  testing  the 
validity  of  arguments  in  concrete  situations 
with  a  view  to  determining  the  central 
importance  of  logic  for  the  sciences.  (Three 
credits.) 

207G.  Ethics:  Philosophical  and  Religious. 

An  introduction  to  philosophical  and 
religious  ethics  as  distinct  yet  inter-related 
ways  of  thinking  critically  about  human 
action.  The  conversation  and  conflict 
between  ethical  frameworks  which  center  on 
either  human  autonomy  or  divine  authority 
will  be  explored.  Issues  include  whether 
there  are  moral  facts,  natural  laws,  absolute 
rules,  divine  commands,  human  rights, 
virtues  and  vices,  conscience,  freedom,  deter- 
minism, accountability,  and  the  challenges 
of  moral  relativism.  Specific  moral  issues 
may  include  sexual  ethics,  violence  and 
peace,  economic  justice,  environmental 
ethics,  business  ethics,  race,  gender,  etc. 
(Also  Religious  Studies  207.)  (Three  credits.) 

211.  Philosophy  of  Education.  The  course 
will  explore  the  following  issues:  what  are 
education,  learning,  understanding,  know- 
ing, thinking,  consciousness,  the  self,  pur- 
pose, and  creativity?  How  do  these  originate? 
What  is  teaching?  Can  scientific  knowledge 
about  learning  and  teaching  improve  educa- 


63 


tion?  How  should  teachers  fulfill  their  role 
in  the  educational  process?  What  are  mean- 
ing and  truth?  How  is  education  related  to 
the  good  life?  What  do  we  mean  by  choice 
and  control?  Should  teachers  exert  control 
over  what  students  learn  and  how  they  learn? 
What  is  philosophy?  What  kinds  of  ques- 
tions do  philosophers  raise  and  consider? 
How  do  philosophical  assumptions  about 
education  affect  how  and  what  a  teacher 
teaches?  How  does  a  radical  behavioral 
philosophy  of  education  differ  from  a  more 
traditional  philosophy  of  education?  What 
are  the  implications  of  these  conflicting 
philosophies  for  teachers?  This  course  is 
designed  for  students  entering  the  teaching 
profession.  Prerequisite:  Sophomore  stand- 
ing. (Three  credits.) 

213.  Philosophy  of  Religions.  How  should 
we  use  the  resources  of  philosophy  to  inter- 
pret, criticize,  and  appropriate  religious 
claims  to  meaning,  truth,  and  fulfillment? 
The  course  focuses  on  symbols  of  evil  in 
Hellenism,  Judaism,  and  Christianity  as 
interpreted  by  Paul  Ricoeur  in  The  Symbol- 
ism of  Evil.  The  interpretive  schema  devel- 
oped by  Ricoeur  will  be  applied  to  Walker 
Percy's  Lancelot,  a  novel  about  moral  chaos 
in  the  New  South.  (Also  Religious  Studies 
213.)  (Three  credits.) 

250.  Special  Topics.  (Three  credits.) 

300G.  Philosophy  and  Religions  of  Asia. 

An  introduction  to  the  origins,  histories, 
thought,  practices,  and  developments  of  the 
great  religions  and  philosophies  of  Asia.  The 
course  will  study  Hinduism,  Buddhism, 
Confucianism,  Shinto,  Taoism,  Zoroastri- 
anism,  Jainism,  and  Sikhism.  Eastern 
philosophies  will  be  explored  in  religious 
and  cultural  context.  (Also  Religious  Studies 
300.)  (Three  credits.) 

306.  Argumentation.  An  introduction  to 
how  logical  arguments  are  structured  and 
analyzed.  Includes  development  of  abilities 
in  composing  logically  valid  messages  and 


avoiding  fallacies.  Emphasis  is  placed  on 
what  makes  arguments  strong  and  effective. 
Portions  of  the  course  will  be  devoted  to  how 
arguments  are  used  in  various  fields  (e.g., 
law,  journalism,  science,  history,  or  politics.) 
Frequent  in-class,  written  and  oral  practice 
will  occur.  Offered  alternate  years.  Prerequi- 
site: Speech  Communication  and  Theater 
Arts  101.  (Also  Speech  Communi-cation  and 
Theater  Arts  306.)  (Three  credits.) 

307G.  Modern  and  Contemporary 
Philosophy.  A  basic  introduction  to  early 
modern.  Enlightenment,  1 9th  century,  and 
20th  century  texts,  figures,  and  movements 
in  philosophy.  The  emphasis  will  be  on 
understanding  modern  and  contemporary 
philosophical  works  in  their  historical 
context.  Different  concepts  of  mind,  body, 
doubt,  certainty,  experience,  nature,  science, 
religion,  morality,  history,  society,  language, 
technology,  and  the  future  will  be  explored 
over  time.  No  prior  knowledge  of  philoso- 
phy is  presupposed.  No  Prerequisites.  (Three 
credits.) 

309G.  Classical  and  Medieval  Philosophy. 

A  basic  introduction  to  the  classic  texts, 
figures,  and  movements  of  philosophy.  The 
emphasis  will  be  on  understanding  classic 
and  medieval  philosophical  works  in  their 
historical  context.  Different  concepts  of 
reality,  the  cosmos,  truth,  knowledge,  good, 
evil,  justice,  the  will,  and  divinity  will  be 
explored  over  time.  No  prior  knowledge  of 
philosophy  is  presupposed.  No  prerequisites. 
(Three  credits.) 

310.  Environmental  Ethics.  An  examination 
of  ecological  problems  caused  by  human 
activities  and  possible  solutions,  starting 
with  a  rethinking  of  the  relationship  between 
human  beings  and  nature.  From  different 
perspectives,  including  non-western  as  well 
as  western,  the  course  will  investigate  various 
inter-related  issues  ranging  from  ethical  to 
metaphysical,  including    "Do  we  have  an 
obligation  to  natural  objects?"  "If  there 
should  be  an  environmental  ethic,  what  kind 


6A 


of  ethic  should  it  be?"  etc.  Students  will  have 
opportunities  to  develop  and  express  their 
own  views  on  these  issues.  Prerequisite: 
Senior  standing.  Permission  for  non-seniors 
should  be  directed  to  Professor  Cathey, 
Chair,  PHRS  Dept.  (Also  RELG  310  and 
SYTB  410G.)  (Three  credits.) 

312.  Philosophy  of  Science.  An  investiga- 
tion of  the  nature  of  scientific  explanation, 
laws,  theories,  models,  space  and  time, 
causality  and  indeterminism,  the  methodol- 
ogies of  the  physical  and  social  sciences,  and 
the  question  of  whether  and  how  the  ration- 
al growth  of  science  is  possible. 

315G.  Aesthetics.  Examines  perennial 
questions  concerning  beauty  in  works  of  art 
and  nature,  the  attribution  of  value,  the 
relation  of  aesthetic  judgment  and  imagina- 
tion to  cognition  and  moral  duty,  and  the 
impact  of  these  matters  on  inquiries  in 
related  disciplines,  i.e.,  linguistics,  psycho- 
analysis, and  religious  studies.  Prerequisite: 
Junior  standing.  (Three  credits.) 

320.  Individualized  Study.  Directed  research 
and  writing  in  an  area  of  special  interest  to 
the  student.  May  be  repeated  for  credit. 
(One  to  three  credits.) 

336.  Poetics  of  the  Self.  An  investigation  of 
some  questions  that  arise  from  an  awareness 
of  one's  own  self.  The  intent  is  to  place  the 
question  "Who  am  I?"  into  a  critically 
manageable  context.  Emphasizes  discovery 
of  the  self  and  various  strategies  for  making 
sense  of  who  one  is.  Particular  emphasis  on 
love  and  on  the  need  for  models  (plots, 
paradigms,  myths)  in  defining  our  existence. 
Prerequisite:  Senior  standing.  (Also  Issues 
and  Ideas  436.)  (Three  credits.) 

411.  Political  Philosophy  from  Plato  to  the 
Present.  A  historical  survey  and  philosophi- 
cal analysis  of  political  theory  from  ancient 
Greece  to  the  present.  Includes  works  by 
Plato,  Aristotle,  Machiavelli,  Hobbes,  Locke, 
Rousseau,  Marx,  and  Mill.  (Also  Govern- 


ment 41 1  and  Issues  and  Ideas  435.)  (Three 
credits.) 

412.  Close  Encounters  in  Political 
Philosophy.  A  focused  study  of  selected 
issues,  themes,  thinkers,  or  schools  of 
thought  in  political  philosophy.  May  be 
repeated  with  permission  of  the  instructor. 
(Also  Government  412.)  Three  credits.) 

450.  Senior  Project.  A  thorough  examina- 
tion of  a  topic  in  philosophical  and/or 
religious  perspectives  and  the  composition  of 
an  extended  essay  involving  in-depth 
research  and  analysis  arid/or  synthesis  under 
the  individualized  direction  of  a  faculty 
member,  or  in  a  seminar.  Required  for 
philosophy  and  religious  studies  majors  as 
the  culminating  experience  of  their  program 
of  study,  and  open  only  to  senior  majors 
(declared  majors  prior  to  April,  1993). 
Three  credits.) 

RELIGIOUS  STUDIES 

lOlG.  Introduction  to  the  Old  Testament. 

An  examination  of  the  Hebrew  Scriptures 
from  historical,  literary,  cultural  and  theo- 
logical perspectives.  No  prior  knowledge  of 
the  Old  Testament,  Judaism,  or  Christianity 
is  required.  (Three  credits.) 

107G.  Western  Religious  Traditions.  A 
basic  introduction  to  the  history  of  Judaism 
and  Christianity  from  Abraham  and  Sarah  to 
Vatican  II.  The  roots  of  Judaism  in  the 
history  of  Israel,  the  development  of  rabbinic 
Judaism,  and  the  survival  of  Judaism  in  the 
modern  world  will  be  traced.  The  origins  of 
Christianity  and  its  transformation  from  a 
Jewish  renewal  movement  into  the  largest 
world  religion  will  be  developed.  Extensive 
reading  in  the  Old  and  New  Testaments.  No 
prior  knowledge  of  Judaism,  Christianity,  or 
the  Bible  is  required.  (Three  credits.) 

108.  Introduction  to  the  New  Testament. 

A  study  of  first  century  Christian  literature 
in  its  historical  and  cultural  contexts.  The 


65 


course  will  focus  on  the  historical  Jesus, 
Paul's  epistles,  and  the  Jewish  framework  of 
early  Christian  faith  and  practice  in 
Hellenic-Roman  culture.  No  prior  knowl- 
edge of  the  New  Testament,  Judaism,  or 
Christianity  is  required.  (Three  credits.) 

203G.  History  of  Christianity  I:  Origins  to 
Reformation.  A  basic  introduction  to  the 
historical  narratives  of  the  Christian  religion 
and  the  origins  of  two  of  its  three  great 
traditions:  the  Catholic  Church  and  Eastern 
Orthodoxy.  The  course  will  focus  on  the 
historical  origins  of  Catholic  and  Orthodox 
institutions,  teachings  and  practices.  No 
prior  knowledge  of  Christianity  is  required. 
(Three  credits.) 

204G.  History  of  Christianity  II:  Reforma- 
tion to  Present.  A  basic  introduction  to  the 
history  of  Christian  thought  and  institutions 
since  the  Reformation.  The  course  will  focus 
on  challenges  to  the  authority  of  Christianity 
by  secular  forces  created  by  the  Renaissance, 
the  Protestant  Reformation,  the  religious 
wars,  the  rise  of  the  nation-state,  modern 
science,  the  Enlightenment,  1 9th  century 
critical  thought,  and  20th  century  revolu- 
tions. A  variety  of  Protestant,  Catholic,  and 
Orthodox  responses  to  these  challenges  will 
be  surveyed  from  1517  to  the  present.  No 
prior  knowledge  of  Christianity  is  required. 
(Three  credits.) 

207G.  Ethics:  Philosophical  and  Religious. 

An  introduction  to  philosophical  and 
religious  ethics  as  distinct  yet  inter-related 
ways  of  thinking  critically  about  human 
action.  The  conversation  and  conflict 
between  ethical  frameworks  which  center  on 
either  human  autonomy  or  divine  authority 
will  be  explored.  Issues  include  whether 
there  are  moral  facts,  natural  laws,  absolute 
rules,  divine  commands,  human  rights, 
virtues  and  vices,  conscience,  freedom,  deter- 
minism, accountability,  and  the  challenges 
of  moral  relativism.  Specific  moral  issues 
may  include  sexual  ethics,  violence  and 
peace,  economic  justice,  environmental 


ethics,  business  ethics,  race,  gender,  etc. 
(Also  Philosophy  207.)  (Three  credits.) 

210G.  Judaism  and  Islam.  A  study  of  the 
origins,  history,  rituals,  sacred  writings, 
beliefs,  practices,  and  modern  developments 
among  the  peoples  called  "Judaists"  and 
"Muslims."  Special  attention  is  given  to 
understanding  similarities  and  differences 
between  Judaism,  Christianity,  and  Islam  as 
monotheistic  traditions  which  all  trace  their 
roots  to  Abraham  and  Sarah.  (Three  credits.) 

213.  Philosophy  of  Religions.   How  should 
we  use  the  resources  of  philosophy  to  inter- 
pret, criticize,  and  appropriate  religious 
claims  to  meaning,  truth,  and  fulfillment? 
The  course  focuses  on  symbols  of  evil  in 
Hellenism,  Judaism,  and  Christianity  as 
interpreted  by  Paul  Ricoeur  in  The  Symbolism 
of  Evil.  The  interpretive  schema  developed 
by  Ricoeur  will  be  applied  to  Walker  Percy's 
Lancelot,  a  novel  about  moral  chaos  in  the 
New  South.  (Also  Philosophy  213.)  (Three 
credits.) 

244G.  The  Politics  of  Islam.  Examines 
different  forms  of  Islamic  revivalism  as  well 
as  the  basic  political  tenets  of  Islam.  Puts 
current  trends  in  historical  perspective.  (Also 
Government  244  and  Issues  and  Ideas  444.) 
(Three  credits.) 

250.  Special  Topics.  (Three  credits.) 

300G.  Philosophy  and  Religions  of  Asia. 

An  introduction  to  the  origins,  histories, 
thought,  practices,  and  developments  of  the 
great  religions  and  philosophies  of  Asia.  The 
course  will  study  Hinduism,  Buddhism, 
Confucianism,  Shinto,  Taoism,  Zoroastri- 
anism,  Jainism,  and  Sikhism.  Eastern 
philosophies  will  be  explored  in  religious 
and  cultural  context.  (Also  Philosophy  300.) 
(Three  credits.) 

302G.  History  of  the  Middle  East.  A  study 
of  the  tensions  between  tradition  and 
modernity  in  the  area,  with  emphasis  on 


66 


Islamic  movements.  This  history  of  Arabic, 
Turkic,  and  Iranian  peoples;  the  period  of 
Ottoman  rule;  the  impact  of  Western 
imperialism;  and  Zionist  nationalism  are 
examined.  Attention  is  given  to  Soviet- 
American  activities  in  the  area  and  their 
relation  to  the  political  dynamics  of  the 
region.  (Also  History  302.)  (Three  credits.) 

303G.  History  of  India  and  South  Asia. 

Emphasizes  the  Hindu  and  Muslim  periods, 
the  impact  of  British  colonialism,  the  20th 
century  Nationalist  movement,  and  the 
emergence  of  Pakistan.  Attention  is  given  to 
modern  Hindu,  Muslim,  and  Sikh  religious- 
political  movements.  The  efforts  to  institu- 
tionalize a  secular  democratic  polity  in  India 
and  to  define  an  Islamic  polity  in  Pakistan 
are  considered.  (Also  History  303.)  (Three 
credits.) 

310.  Environmental  Ethics.  An  examination 
of  ecological  problems  caused  by  human 
activities  and  possible  solutions,  starting 
with  a  rethinking  of  the  relationship 
between  human  beings  and  nature.  From 
different  perspectives,  including  non- 
western  as  well  as  western,  the  course  will 
investigate  various  inter-related  issues 
ranging  from  ethical  to  metaphysical, 
including  "Do  we  have  an  obligation  to 
natural  objects?"  "If  there  should  be  an 
environmental  ethic,  what  kind  of  ethic 
should  it  be?"  etc.  Students  will  have 
opportunities  to  develop  and  express  their 
own  views  on  these  issues.  Prerequisite: 
Senior  standing.  Permission  for  non-seniors 
should  be  directed  to  Professor  Cathey, 
Chair,  PHRS  Dept.  (Also  PHIL  310  and 
SYTB  410G.)  (Three  credits.) 

320.  Individualized  Study.  Directed 
research  and  writing  in  an  area  of  special 
interest  to  the  student.  May  be  repeated  for 
credit.  (One  to  three  credits.) 

405.  The  Future  of  Religions  in  the 
Twenty-First  Century.  An  inquiry  into  the 
future  of  Judaism,  Christianity,  Islam, 


Hinduism,  Buddhism,  Confucianism,  and 
other  religions  in  the  next  century.  The 
impact  of  modernity  and  secularization  on 
religions  in  the  twentieth  century  will  be 
discussed.  Possibilities  for  the  renewal  of 
religious  life  in  our  "postmodern  age"  will  be 
explored.  (Three  credits.) 

450.  Senior  Project.  A  thorough  examina- 
tion of  a  topic  in  philosophical  and/or 
religious  perspectives  and  the  composition  of 
an  extended  essay  involving  in-depth 
research  and  analysis  and/or  synthesis  under 
the  individualized  direction  of  a  faculty 
member,  or  in  a  seminar.  Required  for 
philosophy  and  religious  studies  majors  as 
the  culminating  experience  of  their  program 
of  study,  and  open  only  to  senior  majors 
(declared  majors  prior  to  April,  1993). 
(Three  credits.) 

479.  Cosmology  and  Creation.  An  investi- 
gation, from  Western  and  Eastern  points  of 
view,  of  the  origin  of  the  universe  and  our 
place  in  it,  this  course  raises  issues  that 
confront  most  thinking  people  at  some  point 
in  their  lives.  It  will  examine  differing  view 
points,  such  as  myth  and  truth,  creation  and 
evolution,  science  and  religion  and  critically 
study  the  contributions  of  scientists  — 
both  physical  and  biological,  philosophers  — 
ancient  and  modern,  and  theologians  — 
traditional  and  non-traditional,  and  notice 
where  these  scholars  interrelate  and  where 
they  part  company.  (Also  SYTB  479.) 
(Three  credits.) 


ISSUES  AND  IDEAS 

SYTB  405.  The  Future  of  Religions  in  the 
Twenty-First  Century.  An  inquiry  into  the 
future  of  Judaism,  Christianity,  Islam, 
Hinduism,  Buddhism,  Confucianism,  and 
other  religions  in  the  next  century.  The 
impact  of  modernity  and  secularization  on 
religions  in  the  twentieth  century  will  be 
discussed.  Possibilities  for  the  renewal  of 
religious  life  in  our  "postmodern  age"  will  be 


67 


explored.  (Also  RELG.  405.)  (Three  credits.)  they  part  company.  (Also  RELG.  479.) 

(Three  credits.) 
SYTB  410.  Environmental  Ethics.  An 
examination  of  ecological  problems  caused 
by  human  activities  and  possible  solutions, 
starting  with  a  rethinking  of  the  relationship 
between  human  beings  and  nature.  From  - 

different  perspectives,  including  non-western 
as  well  as  western,  the  course  will  investigate 
various  inter-related  issues  ranging  from 
ethical  to  metaphysical,  including  "Do  we 
have  an  obligation  to  natural  objects?"  "If 
there  should  be  an  environmental  ethic, 
what  kind  of  ethic  should  it  be?"  etc.  Stu- 
dents will  have  opportunities  to  develop  and 
express  their  own  views  on  these  issues.  Pre- 
requisite: Senior  standing.  Permission  for 
non-seniors  should  be  directed  to  Professor 
Cathey,  Chair,  PHRS  Dept.  (Also  PHIL  and 
RELG  310.)  (Three  credits.) 

SYTB  436.  Poetics  of  the  Self.  An  investiga- 
tion of  some  questions  that  arise  from  an 
awareness  of  one's  own  self  The  intent  is  to 
place  the  question  "Who  am  I?"  into  a 
critically  manageable  context.  Emphasizes 
discovery  of  the  self  and  various  strategies  for 
making  sense  of  who  one  is.  Particular 
emphasis  on  love  and  on  the  need  for 
models  (plots,  paradigms,  myths)  in  defining 
our  existence.  Prerequisite:  Senior  standing. 
(Also  Philosophy  336.)  (Three  credits.) 

SYTB  479.  Cosmology  and  Creation.  An 

investigation,  from  Western  and  Eastern 
points  of  view,  of  the  origin  of  the  universe 
and  our  place  in  it,  this  course  raises  issues 
that  confront  most  thinking  people  at  some 

point  in  their  lives.  It  will  examine  differing  ; 

view  points,  such  as  myth  and  truth,  crea- 
tion and  evolution,  science  and  religion  and 
critically  study  the  contributions  of  scientists 

—  both  physical  and  biological,  philosophers 

—  ancient  and  modern,  and  theologians  — 

traditional  and  non-traditional,  and  notice  - 

where  these  scholars  interrelate  and  where  '  :• 


68 


PHYSICAL 
EDUCATION 

Terry  L.  Glasgow,  Professor,  Chair 

Roger  D.  Haynes,  Lecturer 

R.  Kelly  Kane,  Instructor 

H.  Michael  Olson,  Jr.,  Instructor 

Mia  L.  Smith,  Lecturer 

■Physical  Education  Major  (without 
teacher  certification).  Each  student  major- 
ing in  physical  education  and  not  seeking 
teacher  certification  completes  Physical 
Education  110;  131;  180;  190;  210;  212; 
220;  one  course  chosen  from  Physical  Edu- 
cation 315  or  423;  one  course  chosen  from 
316,  318,  or  319;  421;  430;  and  450. 

■Physical  Education  Major  (with  teacher 
certification).  Students  who  wish  to  be 
certified  to  teach  physical  education  should 
refer  to  the  education  department  section  of 
the  catalog.  A  teacher  preparation  program 
requires  Physical  Education  180;  190;  210; 
211;  212;  220;  315;  one  course  chosen  from 
Physical  Education  316,  317,  318,  or  319; 
325;  421;  423;  425;  and  430.  Students  who 
complete  this  program  qualify  for  the  special 
K-12  certificate.  Students  who  seek  only 
high  school  certification  should  refer  to  the 
education  department  section  of  the  catalog 
on  secondary  education. 

Students  with  teaching  majors  in  other 
content  areas  may  select  physical  education 
as  a  second  teaching  field.  Such  students 
must  complete  Physical  Education  210,  21 1, 
212,  311,  315,  320,  420  (one  semester 
hour),  423,  and  430. 

BASIC-SKILL  COURSES 

Each  basic-skill  course  carries  one  credit, 
and  a  maximum  of  six  credits  in  basic  skills 
may  be  counted  toward  the  degree. 

1 0  L  Fundamentals  of  Basketball. 

CR/NC.(One  credit.) 
102.  Fundamentals  of  Volleyball.  CR/NC. 


(One  credit.) 
105.  Wrestling.  CR/NC.  (One  credit.) 

110.  Physical  Fitness.  CR/NC. 
(One  credit.) 

111.  Weight  Training.  CR/NC. 
(One  credit.) 

121.  Beginning  Bowling.  CR/NC. 
(One  credit.) 

122.  Beginning  Golf.  CR/NC. 
(One  credit.) 

123.  Beginning  Tennis.  CR/NC. 
(One  credit.) 

131.  Swimming.  CR/NC.  (One  credit.) 

132.  Handball.  CR/NC.  (One  credit.) 

133.  Racquetball.  CR/NC.  (One  credit.) 

134.  Archery.  CR/NC.  (One  credit.) 

136.  Badminton.  CR/NC.  (One  credit.) 

137.  Lifeguard  Training.  CR/NC. 
(One  credit.) 

138.  Water  Safety  Instruction.  CR/NC. 
(One  credit.) 


PHYSICAL  EDUCATION 
COURSES 

All  courses  180  and  above,  with  the 
exception  of  420  and  450,  are  offered  on 
alternate  years. 

180.  Personal  and  Community  Health.  An 

examination  of  personal  and  community 
health  problems  and  information  concerning 
personal,  family,  and  community  health  for 
prospective  teachers  of  health.  (Three 
credits.) 


69 


190.  Foundations  of  Physical  Education. 

An  introduction  to  the  profession  empha- 
sizing its  history,  principles,  objectives,  pro- 
grams, and  opportunities.  (Three  credits.) 

210.  Individual  Sports.  An  analysis  of  the 
skills  necessary  to  perform  and  teach  selected 
individual  sports.  The  student  must  demon- 
strate proficiency  in  each  of  the  individual 
sports.  (Three  credits.) 

211.  Team  Sports.  An  analysis  of  the  skills, 
tactics,  and  strategies  involved  in  basketball, 
volleyball,  soccer,  and  Softball  with  special 
emphasis  on  teaching  the  skill  progressions 
in  the  respective  sports.  (Three  credits.) 

212.  Rhythmic  Activities.  A  study  of  the 
fijndamentals  of  rhythms  and  of  social,  folk, 
and  square  dance.  Emphasizes  analysis  of  the 
skills  and  techniques  of  these  rhythmic 
activities  with  special  attention  to  methods 
of  teaching  them.  (Two  credits.) 

220.  Physical  Fitness  Concepts.  A  study  of 
the  role  and  value  of  physical  fitness  and 
exercise  in  the  development  of  healthy 
bodies.  Includes  coverage  of  bodily  responses 
to  exercise,  training  principles,  physical 
fitness  evaluation  techniques,  and  exercise 
program  development.  Participation  in 
strenuous  fitness  activities  is  included.  (Two 
credits.) 

250.  Special  Topics.  (One  to  three  credits.) 

311.  Elementary  School  Physical  Educa- 
tion. A  study  of  the  development  of  the 
physical  education  programs  in  the  elemen- 
tary grades.  Emphasizes  application  of  motor 
development  principles  to  program  content 
and  methods  of  teaching  physical  education 
in  the  elementary  school.  (Three  credits.) 

315.  Kinesiology.  An  analysis  of  the 
mechanics  and  anatomy  of  human  motion. 
Prerequisite:  Biology  204.  (Three  credits.) 


316.  Coaching  of  Volleyball  and  Softball.  A 

study  of  the  methods  and  techniques  of 
coaching  volleyball  and  softball.  Emphasizes 
analysis  of  skills,  team  formation,  and 
strategy.  Nonmajors  must  have  permission 
of  the  department  chair  to  enroll.  (Three 
credits.) 

317.  Coaching  of  Football.  A  study  of  the 
methods  and  techniques  of  coaching  foot- 
ball. Ofi^ered  in  alternate  years.  Prerequisite: 
Nonmajors  must  have  permission  of  the 
department  chair  to  enroll.  (Three  credits.) 

318.  Coaching  of  Basketball.  A  study  of  the 
methods  and  techniques  of  coaching  basket- 
ball. Offered  in  alternate  years.  Prerequisite: 
Nonmajors  must  have  permission  of  the 
department  chair  to  enroll.  (Three  credits.) 

319.  Coaching  of  Baseball  and  Track.  A 

study  of  the  methods  and  techniques  of 
coaching  baseball  and  track  and  field. 
Offered  in  alternate  years.  Prerequisite: 
Nonmajors  must  have  permission  of  the 
department  chair  to  enroll.  (Three  credits.) 

320.  Curriculum  and  Methods  of  High 
School  Physical  Education.  A  study  of  the 
methods  of  teaching  physical  education  in 
secondary  schools.  Open  only  to  teacher 
education  candidates  in  physical  education 
in  secondary  schools.  May  not  be  counted 
toward  a  major  in  physical  education.  (Also 
Education  320.)  (Three  credits.) 

325.  Athletic  Training  and  First  Aid.  A 

study  of  athletic  injuries  and  first  aid  empha- 
sizing safety  and  precautionary  techniques  in 
athletics,  physiological  conditioning,  diet, 
taping  and  bandaging,  treatment,  and  reha- 
bilitation. (Two  credits.) 

420.  Independent  Study.  Developed  with 
the  guidance  of  the  department  chair.  Ar- 
rangements must  be  made  with  the  chair 
before  a  student  may  enroll.  (One  to  three 
credits.) 


70 


42 1 .  Organization  and  Administration.  A 

study  of  the  administration  of  physical  edu- 
cation, intramural,  and  athletic  programs. 
Coverage  also  includes  administrative  theory 
and  functions.  (Three  credits.) 

423.  Physiology  of  Exercise.  A  study  of 
functional  responses  of  the  human  body 
during  movement  with  special  attention  to 
the  elementary  physiological  principles 
underlying  exercise  and  training.  Includes 
laboratory.  Prerequisite:  Biology  204. 
(Three  credits.) 

425.  Tests  and  Measurements  in  Physical 
Education.  A  study  of  tests  and  measure- 
ments used  in  physical  education.  Empha- 
sizes the  administration  of  tests  and  grading 
procedures.  Open  only  to  teacher  education 
candidates  in  physical  education.  (Three 
credits.) 

430.  Adapted  Physical  Education.  A  study 
of  physical  education  for  the  atypical  stu- 
dent. Emphasis  is  on  the  study  of  various 
handicapping  conditions  and  the  role  of 
exercise  for  those  conditions.  Open  only  to 
teacher  education  candidates  in  physical 
education.  (Three  credits.) 

450.  Problems  in  Physical  Education.  May 

include  projects,  internships,  individual 
study,  and  other  forms  of  independent 
study.  Designed  as  the  culminating  experi- 
ence for  majors  not  seeking  teaching  certifi- 
cation. Prerequisites:  Senior  standing  and 
approval  of  the  department  chair.  (Three 
credits.) 


PHYSICS 

Rajkumar  Ambrose,  Associate  Professor, 

Chair 
Brad  R.  Trees,  Assistant  Professor 

HPhysics  Major.  The  department  major 
includes  seven  or  more  courses,  no  fewer 
than  28  semester  hours,  approved  by  the 
department.  At  least  two  courses  must  be  at 
or  above  the  300  level  and  the  student  must 
complete  the  prerequisite  mathematics 
courses  (typically  the  calculus  sequence 
through  differential  equations).  Unless  prior 
study  or  experience  persuades  the  depart- 
ment to  the  contrary,  students  should  expect 
to  include  Physics  130,  132,  134,  208,  210, 
302,  and  303  in  their  program.  All  juniors 
and  seniors  are  expected  to  participate  in  the 
science  seminar  (Physics  350).  Seniors  must 
complete  an  independent  study  project. 

HPhysics  Minor.  The  department  minor 
requires  five  courses:  Physics  130  and  132, 
two  courses  numbered  above  200,  and  one 
course  numbered  above  300.  The  Physics 
1 34  or  1 90  course  may  be  substituted  for  a 
200  level  course. 

HSecondary  Teaching.  A  physics  major  can 
prepare  for  secondary  level  certification  by 
completing  the  teacher  education  program  as 
outlined  by  the  education  department. 

103G.  Astronomy.  A  study  of  astronomical 
observation  and  instrumentation-telescopy, 
spectroscopy,  and  radio  astronomy.  Topics 
include  the  solar  system,  the  sun,  and  other 
stars.  Includes  lecture  and  laboratory.  (Four 
credits.) 

130G.  Introductory  Physics  I.   Review  of 
relevant  mathematics,  mechanics,  oscilla- 
tions and  waves.  Corequisite:  Mathematics 
151.  (Four  credits.) 

132G.  Introductory  Physics  II.  Contin- 
uation of  Physics  130.  Thermodynamics, 
electricty  and  magnetism.  Corequisite: 


71 


Mathematics  152.  (Four  credits.) 

134.  Introductory  Physics  III.  Continua- 
tion of  Physics  132.  Optics,  topics  chosen 
from  special  relaivity,  atomic  and  nuclear 
physics.  (Three  credits.) 

190.  Digital  Electronics  for  Computer 
Science.  An  introduction  to  digital  circuit 
elements,  including  the  microprocessor. 
Emphasizes  practical  experience.   (Also 
Computer  Science  190.)  (Four  credits.) 

208.  Newtonian  Mechanics.  Topics  include 
dynamics,  motion  of  a  particle  in  three 
dimensions,  systems  of  particles,  rotational 
dynamics,  gravitation,  and  noninertial 
reference  frames.  Prerequisites:  Mathematics 
254  and  Physics  132.  (Three  credits.) 

210.  Experimental  Methods  and  Circuit 
Analysis.  A  study  of  the  use  of  instruments 
for  the  precise  measurement  of  electrical 
quantities.  Includes  error  analysis  and  circuit 
analysis.  Prerequisite:  Physics  132.  (Four 
credits.) 

211.  Analog  Electronics.  A  laboratory- 
oriented  course  in  electronics  for  science 
majors.  Offered  in  alternate  years.  Prerequi- 
site: Physics  132  or  consent  of  the  instruc- 
tor. (Four  credits.) 

212.  Optics.  A  study  of  geometrical  and 
physical  optics.  Topics  include  optical 
instruments,  interference,  diffraction,  disper- 
sion, and  topics  in  modern  optics.  Offered 
in  alternate  years.  Prerequisites:  Mathematics 
254  and  Physics  134  or  consent  of  the 
instructor.  (Four  credits.) 

250.  Special  Topics.  (One  to  three  credits.) 

302.  Quantum  Mechanics  and  Atomic 
Physics.  A  study  of  atomic  and  molecular 
structure,  integrated  with  an  introduction  to 
quantum  mechanics.  Topics  include  evi- 
dence for  the  atomic  structure  of  matter, 
analysis  of  absorption  and  emission  spectra, 


properties  of  the  nonrelativistic  Schrodinger 
equation,  and  its  single-particle  solutions  for 
various  force  laws.  Prerequisites:  Physics  134 
and  208.  (Four  credits.) 

303.  Electricity  and  Magnetism.  An  inter- 
mediate course  in  the  principles  of  electricity 
and  magnetism.  Prerequisites:  Mathematics 
254  and  Physics  132.  (Three  credits.) 

311.  Topics  in  Mathematical  Physics.  A 

study  of  some  important  mathematical  and 
computational  methods  applicable  to  the 
various  branches  of  physical  science.  Topics 
include  Fourier  series  applications,  integral 
transforms,  special  functions,  series  solutions 
of  differential  equations,  partial  differential 
equations,  and  coordinate  transformations. 
The  computational  methods  include  simula- 
tion techniques,  numerical  integration,  and 
Monte  Carlo  procedures.  (Three  credits.) 

312.  Quantum  Mechanics  II.  Further 
development  of  the  mathematical  methods 
of  quantum  mechanics.  Three-dimensional 
many-body  problems  are  considered  in 
greater  detail.  Topics  include  matrix  formu- 
lation, perturbations,  and  introductory 
relativistic  quantum  mechanics.  Prerequisite: 
Physics  302.  (Three  credits.) 

325.  Solid-State  Physics.  An  introduction  to 
solid-state  physics,  including  crystal  struc- 
ture and  the  thermal,  dielectric,  and  magnet- 
ic properties  of  solids.  Topics  include  band 
theory  and  semiconductors.  Offered  in  alter- 
nate years.  Prerequisite:  Physics  302.  (Four 
credits.) 

350.  Science  Seminar.  An  introduction  to 
the  literature  of  the  physical  sciences  pro- 
viding the  student  with  the  opportunity  to 
prepare  and  present  reports.  Required  of 
juniors  and  seniors  majoring  in  chemistry, 
geology,  and  physics.  Other  students  are 
invited  to  participate.  May  be  repeated  up  to 
four  credits.  CR/NC.  (One  credit.) 

356.  Statistical  Physics.  An  introduction  to 


72 


statistical  mechanics  and  thermodynamics. 
Offered  in  alternate  years.  Prerequisites: 
Mathematics  254  and  Physics  134.  (Three 
credits.) 

401.  Senior  Seminar.  Special  topics  in 
physics.  Prerequisites:  Physics  210,  211  or 
212,  303,  and  325  or  356.  (Three  credits.) 

420.  Independent  Study.  An  individual 
project  in  theoretical  or  experimental  physics 
chosen  by  the  student  in  consultation  with 
the  physics  faculty.  Prerequisites:  Physics 
208,  210,  302,  and  303.  (Four  credits.) 


POLITICAL 
ECONOMY  AND 
COMMERCE 

J.  Rodney  Lemon,  Professor,  Chair 
Michael  L.  Connell,  Assistant  Professor 
Kenneth  G.  McMillan,  Assistant  Professor 
William  J.  Wallace,  Associate  Professor 
Andrew  Weiss,  Professor 

The  department  of  political  economy  and 
commerce  offers  three  majors,  namely, 
accounting,  business  administration,  and 
economics;  a  minor  in  business;  and  the 
opportunity  to  specialize  in  management, 
finance,  marketing,  international  business, 
or  public  management. 

The  department's  focus,  and  hence  its 
name,  is  a  general  approach  to  economic  and 
commercial  activity.  The  department  em- 
phasizes the  study  of  business  as  concrete 
social  and  historical  phenomena.  An  empha- 
sis is  also  placed  on  the  relationship  between 
commercial  activity  and  the  social  context 
which  it  creates  and  which  influences  it,  and 
on  the  consequences  of  commercial  and  eco- 
nomic development  in  the  modern  world. 

The  department  curriculum  focuses  upon 
how  society  is  organized  to  produce  goods 
and  services.  It  is  through  this  broader,  more 
historical  approach  that  the  student  gains  a 
realistic  perspective  of  modern  business  and 
the  competitive  global  environment.  The 
student  gains  the  values,  the  principles,  and 
the  insight  to  weigh  short-term  versus 
longer-term  profit,  to  weigh  technical  versus 
fundamental  analyses. 

Business  majors  are  required  to  take 
courses  in  finance,  accounting,  quantitative 
analysis,  marketing,  and  management  plus 
supporting  communicative  skills  from  other 
departments.  Economics  majors  study  the 
major  areas  of  economic  theory  and  econo- 
metrics. Accounting  majors  study  a  complete 
series  of  accounting  theory.  Yet,  rather  than 
the  simple  acquisition  of  technical  skills, 
majors  are  also  required  to  take  courses 
which  place  these  issues  in  a  historical  and 


73 


institutional  context;  thus,  the  student  learns 
to  understand  why  the  issues  and  techniques 
are  important. 

ECONOMICS 

■Economics  Major.  The  major  program  in 
economics  consists  of  Economics  200;  300; 
301;  371;  401;  four  courses  chosen  from 
Economics  310,  311,  320,  331,  340,  351, 
360,  361,  370,  371,  380,  402,  or  420;  and 
Mathematics  106.  Students  planning  on 
graduate  study  in  economics  are  encouraged 
to  complete  a  minor  in  mathematics  or  gain 
mastery  of  calculus.. 

■Economics  Minor.  The  following  courses 
are  required  for  the  minor:  Economics  200, 
300,  301,  and  three  courses  chosen  from 
Economics  at  the  300  or  400  level. 

120G.  Contemporary  Economic  Problems. 

Interpretation  and  analysis  of  recent  eco- 
nomic events,  problems,  and  policy  issues 
based  upon  economic  principles.  (Three 
credits.) 

200G.  Principles  of  Economics.  Basic  prin- 
ciples and  processes  in  micro-  and  macro- 
economics are  surveyed;  production,  market 
structures,  consumption  pattern,  role  of 
competition  and  prices;  determinant  of 
national  income,  employment,  inflation,  and 
exchange  values  and  role  of  monetary  and 
fiscal  policy.  (Four  credits.) 

300.  Intermediate  Price  Theory.  A  rigorous 
analysis  of  the  modern  micro-economic 
theory  of  the  behavior  of  the  firm  and  the 
individual.  Prerequisite:  Economics  200. 
(Three  credits.) 

301.  Intermediate  Macro-economics.  A 

detailed  examination  of  the  elements  that 
determine  the  level  of  national  income. 
Includes  analysis  of  government  fiscal  and 
monetary  policies.  Prerequisite:  Economics 
200.  (Three  credits.) 


310.  Regulation  and  Legislation.  Analyzes 
the  forces  leading  to  government  regulation, 
the  consequences  of  such  regulation,  detailed 
examination  of  several  regulated  industries 
and  environmental  policies.  Prerequisite: 
Economics  200  or  consent  of  the  instructor. 
(Three  credits.) 

311.  Labor,  Unions,  and  Industrialization. 

An  introduction  to  the  institutional  aspects 
of  the  American  labor  force  and  its  organi- 
zation, wage  and  employment  theory,  the 
economic  role  of  collective  bargaining,  and 
the  basic  ingredients  of  public  policy  toward 
labor  organizations.  Prerequisite:  Economics 
200.  (Three  credits.) 

320.  Industrial  Organization.  Analysis  of 
the  firm  and  market  structure,  conduct,  and 
performance.  How  market  structure  affects 
the  conduct  of  firms,  and  how  both  struc- 
ture and  conduct  affects  firm  and  market 
performance.  Special  emphasis  is  placed  on 
the  relevance  of  this  body  of  knowledge  to 
the  individual  businessman.  (Three  credits.) 

33 1 .  Political  Economy  of  Development.  A 

study  of  contemporary  theories  of  the 
development  of  industrial  societies  which 
stresses  the  relationships  among  various 
social  institutions  within  the  society  and 
among  different  nations.  Prerequisites: 
Junior  standing  or  permission  of  the  instruc- 
tor. Offered  in  alternate  years.  (Three 
credits.) 

340.  Economics  and  Law.  Microeconomic 
examination  of  the  social  consequences  of 
alternati  /e  legal  rules  including  property 
rights,  contract  rights,  tort  liability  rules  and 
criminal  law.  Prerequisites:  Economics  200 
or  consent  of  the  instructor.  (Three  credits) 

35 IG.  Comparative  Economic  Systems.  An 

analysis  of  the  significant  similarities  and 
differences  in  the  development,  structure, 
operation,  and  policies  of  market-directed, 
controlled,  and  mixed  economies—with 
special  attention  to  significant  characteristics 


74 


in  economies  evolving  in  non-Western 
societies.  Prerequisite:  Economics  200  or 
permission  of  the  instructor.  (Three  credits.) 

360.  International  Trade  and  Finance.  An 

analysis  of  the  forces  affecting,  as  well  as  the 
theory  and  policy  of,  international  trade  and 
finance.  The  international  monetary  system, 
balance  of  payments,  tariff  policies,  trade 
practices,  and  trade  organizations  will  be 
emphasized—as  well  as  consequences  for 
individual  firms,  multinational  corporations, 
and  government  owned  firms.  Prerequisite: 
Economics  200  or  consent  of  the  instructor. 
(Three  credits.) 

361.  History  of  Economic  Thought,  An 

examination  of  major  contributions  to 
thought  and  their  significance  for  modern 
theory.  Prerequisite:  Economics  200  or 
consent  of  the  instructor.  (Three  credits.) 

370.  Public  Finance.  An  examination  of  the 
theory  and  practice  of  government  expendi- 
ture, revenue,  and  debt;  the  problems  of 
integrating  these  into  a  meaningfijl  fiscal 
policy;  and  their  effect  on  the  distribution  of 
income.  Prerequisite:  Economics  200  or 
consent  of  the  instructor.  (Three  credits.) 

371.  Introduction  to  Econometrics.  Single 
equation  linear  statistical  models,  estimation 
and  hypothesis  testing;  serial  correlation, 
heteroscedasticity;  errors  in  variables;  intro- 
duction to  simultaneous  equation  models. 
Emphasis  on  interpretation  and  application 
of  econometric  models  and  methods. 
Offered  in  alternate  years.  (Three  credits.) 

380.  Environmental  Economics. 

Microeconomic  analysis  of  environmental 
issues.  Examines  the  environmental  conse- 
quences of  alternative  forms  of  resource 
ownership  and  allocation  methods. 
Prerequisites:  Economics  200.  (Three 
credits) 

401.  Economic  Research  Analysis.  A  cap- 
stone study  for  senior  majors  in  which  stu- 


dents choose  a  topic  of  inquiry,  formulate 
hypotheses,  review  the  literature,  and  empir- 
ically test  their  hypotheses  and  update  the 
literature.  (Three  credits.) 

402.  Selective  Seminars  in  Economics. 

Topics  include  regional  and  urban  econom- 
ics, economic  development,  mathematical 
economics,  and  advanced  monetary  policy. 
May  be  repeated  for  credit.  (Three  credits.) 

420.  Independent  Study.  May  be  repeated 
for  credit.  (One  to  three  credits.) 

BUSINESS  ADMINISTRATION 

HBusiness  Administration  Major.  The 

following  courses  are  required  for  the  major: 
Accounting  213  and  214;  Business  Adminis- 
tration 110,  111,211,212,305,306,307, 
and  405  or  406;  and  Economics  200  and 
300  or  301;  Mathematics  106;  and  three 
additional  300+  level  courses  from  the  offer- 
ings in  business  administration  and 
economics.  Students  are  encouraged,  but  not 
required,  to  enroll  in  advanced  writing  or 
communication  courses,  language  at  the 
intermediate  level.  Students  planning  to  gain 
an  MBA  are  encouraged  to  enroll  in  Calcu- 
lus. 

■Business  Administration  Minor.  The 

following  courses  are  required  for  the  minor: 
Accounting  213  and  214;  Business  Adminis- 
tration 110  and  211;  Economics  200;  and 
two  courses  chosen  from  Business  Adminis- 
tration 305,  306,  or  307. 

Honors  Program  in  Business.  By  invitation 
and  application,  students  prior  to  the  Spring 
semester  of  their  Junior  year  are  selected  for 
an  honors  program  of  participation,  re- 
search, and  presentation  on  contemporary 
management  and  economic  policy  issues. 
This  program  involves  a  sequence  of  one- 
credit  courses  offered  each  of  the  students 
last  three  semesters  at  Monmouth. 


75 


HOG.  Evolution  of  Commercial  Institu- 
tions, A  survey  and  analysis  of  the  historical 
development  of  the  social  institutions  within 
which  commercial  activities  occur  from 
human  prehistory  through  modern  industri- 
al societies.  (Three  credits.) 

1 IIG.  Industry  Analysis.  Examination  of 
the  development  of  a  given  market  or  indus- 
try (chosen  beforehand  by  the  instructor) 
with  emphasis  on  the  characteristics  of  the 
major  firms  and  customers  that  deter-mine 
the  industry's  present  structure  and  that 
reveal  phenomena  often  encountered  in 
business  life.  May  be  repeated  for  credit. 
(Three  credits.) 

211.  Quantitative  Methods  I.  An  introduc- 
tion to  decision  analysis  using  spreadsheets 
and  data  management  techniques,  data 
analysis,  and  hypothesis  testing  of  multivar- 
iate data  through  inferential  statistics.  Pre- 
requisite: Mathematics  106.  (Two  credits.) 

212,  Quantitative  Methods  II.  An  introduc- 
tion to  design  analysis  using  probabilistic 
and  classical  operations  research  techniques 
and  through  survey  design  and  testing. 
Prerequisite:  Business  21 1  or  consent  of  the 
instructor.  (Two  credits.) 

305.  Administration  and  Organization,  An 

examination  of  the  modern  enterprise  from 
the  perspective  of  its  internal  operations  and 
the  theory  and  practice  of  management. 
Prerequisites:  Accounting  213,  Business 
Administration  110  and  212,  and  Business 
Administration  1 1 1  or  Economics  200. 
(Three  credits.) 

306,  Business  Finance.  An  introduction  to 
the  principles  of  financing  business,  integra- 
ted with  a  study  of  institutional  finance. 
Covers  current  topics  of  managerial  finance, 
including  capital  management,  the  manage- 
ment of  working  capital,  capital  budgeting, 
and  the  acquisition  of  funds.  Prerequisite: 
Accounting  213.  (Three  credits.) 


307,  Principles  of  Marketing.  A  basic  study 
of  the  ways  in  which  businesses  determine 
consumers'  needs  and  direct  the  flow  of 
goods  and  services.  Case  analyses  are  used  to 
develop  students'  problem-solving  abilities. 
Prerequisite:  Economics  200.  (Three 
credits.) 

322.  Business  Law  I,  A  brief  introduction  to 
the  history,  structure,  and  procedure  of  the 
American  legal  system  and  to  tort  and  crimi- 
nal law.  Emphasizes  the  law  of  contracts  and 
includes  an  exploration  of  the  law  of  agency 
or  property.  (Three  credits.) 

325.  Innovation  and  Change  in  Organiza- 
tions. A  study  of  the  processes  through 
which  organizations  change  over  time  and 
the  problems  created  by  both  intended  and 
unintended  changes.  (Three  credits.) 

335.  Mergers  and  Acquisitions.  Examination 
of  the  financial,  economic,  organizational, 
and  public  policy  considerations  faced  by 
firms  making  acquisitions  or  entering  into 
mergers  under  the  assumption  that  decisions 
in  this  area  are  influenced  by  financial,  eco- 
nomic, and  organizational  analyses  of  the 
plan  to  determine  profitability  and  a  public 
policy  analysis  to  determine  legality.  (Three 
credits.) 

345.  Globalization  and  Organization 
Change.  Study  of  multinational  business. 
Emphasis  on  how  corporations  have  adjusted 
to  and  influenced  trends  to  increased  global- 
ization. Distinctions  are  drawn  between 
international  and  domestic  business  opera- 
tions. (Three  credits.) 

350.  Special  Topics  in  Structures  and 
Processes,  May  be  repeated  for  credit.  (Three 
credits.) 

355,  History  of  Managerial  Thought,  A 

study  of  various  authors  who  have  addressed 
the  issue  of  organizing  and  administrating 
human  activities  in  relationship  to  other 
aspects  of  social  thought.  Prerequisites: 


1(^ 


Junior  standing,  Business  Administration 
110  and  305,  or  permission  of  the  instruc- 
tor. Offered  in  alternate  years.  (Three 
credits.) 

356.  Investments  and  Portfolio  Analysis. 

An  introduction  to  security  markets,  security 
instruments,  and  speculation  opportunities. 
Emphasizes  portfolio  management.  Prereq- 
uisite: Business  Administration  306.  (Three 
credits.) 

357.  Marketing  Management.  A  study  of 
the  roles  played  by  pricing,  promotion, 
product  mix,  and  distribution  strategies  in 
achieving  management  goals.  Includes  ex- 
tensive participation  in  a  game  simulating 
marketing-management  situations  and  re- 
quiring team  cooperation  and  the  develop- 
ment of  analytical  skills.  Prerequisite:  Busi- 
ness Administration  307.  (Three  credits.) 

367.  Advertising.  A  study  of  a  variety  of 
mass  promotion  variables  and  techniques. 
Using  an  advertising  campaign  approach, 
students  study  both  the  strategy  and  tactics 
of  advertising  and  integrate  the  concepts  of 
promotion  into  a  full  advertising  campaign. 
Prerequisite:  Business  Administration  307. 
(Three  credits.) 

375.  Leadership  and  Politics  in  Organiza- 
tions. A  study  of  the  relationship  among 
leadership,  politics,  and  authority  in  the 
creation,  organization,  and  administra-tion 
of  the  enterprise.  Prerequisites:  Junior 
standing;  Business  Administration  305,  306, 
and  307;  Economics  300  or  301;  or  permis- 
sion of  the  instructor.  Offered  in  alternate 
years.  (Three  credits.) 

382.  Business  Law  II.  A  further  study  of 
business  law  tailored  for  the  CPA.  Includes 
study  of  trusts,  estates,  and  property  law  and 
includes  an  introduction  to  the  Uniform 
Commercial  Code.  Other  topics  include 
bankruptcy  and  insurance  law.  Prerequisite: 
Business  Administration  322.  (Three 
credits.) 


400.  Internship.  Information  about  this 
special  program  is  available  from  the  depart- 
ment of  political  economy  and  commerce. 
(Three  credits.) 

404.  Seminars  in  Business.  Includes  such 
topics  as  operations/production  manage- 
ment, marketing  channels  and  futures 
markets,  and  human  relations.  Offered  as 
announced  in  semester  course  schedules. 
(Three  credits.) 

405.  Strategy  and  Structure.  A  study  of  the 
modern  enterprise  which  focuses  on  the 
formulation  and  implementation  of  its 
strategy  with  particular  attention  to  the 
relationship  between  the  strategy  and  the 
larger  society  in  which  the  enterprise  oper- 
ates. Prerequisites:  Senior  standing;  Business 
305,  306,  307,  and  Economics  300  or  301; 
or  permission  of  the  instructor.  Offered  each 
semester.  (Three  credits.) 

406.  Applied  Business  Strategy.  Individu- 
ally designed  and  structured  problem-solving 
experience  involving  students  working  under 
faculty  supervision  with  available  (usually 
area)  businesses  (primarily  small  businesses) 
to  develop  and  apply  elements  of  sound 
business  strategy.  Prerequisites:  Business 
305,  306,  307,  and  Economics  300  or  301. 
(Three  credits.) 

410.  Political  Economy  and  Commerce 
Honors  I.  Participation  in  a  joint  student/ 
faculty  discussion  of  contemporary  manage- 
ment or  economic  policy  issues  using  polit- 
ical economy  methodology  and  analysis. 
Spring  semester  of  junior  year.  (One  credit) 

411.  Political  Economy  and  Commerce 
Honors  II.  Research  on  a  contemporary 
management  or  economic  policy  issue  using 
political  economy  methodology  and  analysis. 
Fall  semester  of  senior  year.  (One  credit) 

412.  Political  Economy  and  Commerce 
Honors  III.  Leadership  and  presentation  in 
joint  student/faculty  discussion  of  contem- 


n 


porary  management  or  economic  policy 
issues  using  political  economy  methodology 
and  analysis.  Spring  semester  of  senior  year. 
(One  credit) 

420.  Independent  Study.  May  be  repeated 
for  credit.  (One  to  three  credits.) 

ACCOUNTING 

The  objective  of  the  accounting  program 
is  to  provide  students  with  the  ability  to  gain 
mastery  of  accounting  principles  and  proce- 
dures. After  an  external  review  course,  gradu- 
ates do  sit  for  and  pass  the  Certified  Public 
Accounting  or  Certified  Managerial  Accoun- 
tant examinations. 

■Accounting  Major,  The  following  courses 
are  required  for  a  major  in  accounting:  Ac- 
counting 213,  214,  303,  353,  354,  363,  374, 
and  403;  Business  Administration  110,  211, 

212,  305  or  307,  306,  and  322;  Economics 
200;  and  Mathematics  106. 

■Accounting  Minor.  The  following  courses 
are  required  for  the  minor  in  accounting: 
Accounting  213,  214,  304,  353,  Business 
322,  and  Economics  200  and  one  course 
from  the  following:  Accounting  354,  363, 
373,  374,  or  383. 

213.  Financial  Accounting.  Introduction  to 
financial  accounting;  the  communication  of 
relevant  information  to  external  parties. 
Includes  the  development  of  the  accounting 
model,  internal  control,  measurement 
processes,  data  classification  and  terminology, 
and  the  interpretation  and  use  of  financial 
statements.  Prerequisite:  Credit  or  registra- 
tion in  Business  211.  (Three  credits.) 

2X4.  Managerial  Accounting.  Introduction 
to  managerial  accounting.  Includes  the  fun- 
damentals of  cost- volume-profit  analysis, 
product  costing,  management  reporting,  and 
information  for  decision  making.  Also  intro- 
duces budgets  and  standards  for  planning, 
control,  and  performance  measurement. 


Prerequisite:  Accounting  213. (Three  credits.) 

304.  Accounting  for  Decision  Making  and 
Control.  A  study  of  the  accounting  concepts 
and  quantitative  methods  (including  cost 
accounting,  cost-volume-profit,  budgeting 
and  performance  evaluation)  used  to  develop, 
analyze,  and  interpret  accounting  information 
for  management  decision  making.  Prerequi- 
site: Accounting  214.  (Three  credits.) 

353.  Intermediate  Accounting  I.  An  in- 
depth  analysis  of  the  financial  accounting 
process,  focusing  on  the  income  statement, 
balance  sheet,  and  asset  accounts.  Prerequi- 
site: Accounting  214.  (Four  credits.) 

354.  Intermediate  Accounting  II.  Continued 
in-depth  analysis  of  the  financial  accounting 
process,  focusing  on  the  statement  of  change 
in  financial  position,  and  liability  and  share- 
holder equity  accounts.  Prerequisite:  A  grade 
of  C  or  better  in  Accounting  353.  (Three 
credits.) 

363.  Tax  Accounting.  Introduction  to 
federal  tax  code  provisions  that  affect  indivi- 
duals, partnerships,  corporations,  and  trusts 
and  reasons  behind  these  laws.  Prerequisite: 
Accounting  2 14.  (Three  credits.) 

373.  Advanced  Accounting.  Study  of  ac- 
counting principles  and  procedures  related  to 
special  entities:  multicorporate  entities, 
governmental  units,  partnerships,  and  foreign 
transactions.  Emphasis  is  on  business  combi- 
nations. Prerequisite:  Accounting  354. 
(Three  credits.) 

374.  Auditing.  Examination  of  the  stan- 
dards, objectives,  and  procedures  involved  in 
the  review  of  financial  statements  by  inde- 
pendent auditors.  Included  is  the  evaluation 
of  internal  control.  Prerequisites:  Senior 
standing  and  Accounting  353.  (Three 
credits.)  . 

383.  Accounting  Information  Systems. 

Study  of  the  fundamentals  of  accounting 


78 


system  design  including  an  analysis  of 
accounting  applications  within  functional 
areas  of  a  firm,  hardware  and  softrware 
applications,  and  the  control  of  computer- 
ized accounting  systems.  Offered  alternate 
years.  Prerequisites:  Accounting  214  and 
Business  2 12. (Three  credits.) 

403.  Contemporary  Accounting  Issues.  The 

capstone  course.  Analysis  of  current  FASB 
issues  and  professional  accounting  literature. 
Prerequisites:  Senior  standing  and  major  in 
accounting.  (Three  credits) 

420.  Independent  Study.  May  be  repeated 
for  credit.  (One  to  three  credits.) 


PSYCHOLOGY 

William  M.  Hastings,  Professor,  Chair 
Nancy  A.  Lariviere,  Assistant  Professor 

PSYCHOLOGY  MAJOR 

A  major  in  psychology  can  be  achieved  by 
either  of  two  courses  of  study: 

■Preprofessional  Emphasis.  The  major  in 
psychology  with  the  preprofessional  empha- 
sis is  most  appropriate  for  those  who  wish  to 
continue  their  study  beyond  the  undergradu- 
ate level  in  psychology  or  some  other 
science.  It  consists  of  the  following  Psychol- 
ogy courses:  101,  201,  202,  420,  either  301 
or  302,  either  23 1  or  233,  either  3 1 5  or  3 1 8, 
plus  at  least  one  more  Psychol-ogy  course.  In 
addition,  the  preprofessional  emphasis 
requires  either  Mathematics  1 5 1  or  Compu- 
ter Science  125,  plus  at  least  two  more 
science  courses  from  Biology,  Chemistry,  or 
Physics  which  must  be  approved  by  the 
Psychology  Department.  In  addition  the 
major  must  pass  a  senior  comprehensive 
examination  administered  by  the  department. 

HGeneral  Psychology  Emphasis.  Those 
expecting  to  use  their  psychology  major  in 
business,  education,  or  human  services 
without  postgraduate  study  may  wish  a  more 
general  psychology  emphasis.  The  major  in 
psychology  with  a  general  emphasis  requires 
the  following  Psychology  courses:  101,  201, 
202,  351,  420,  either  335  or  340,  231  or 
233,  315  or  318,  plus  three  additional 
courses  from  outside  psychology  to  be  ap- 
proved by  the  Psychology  Department. 
Psychology  351,  Independent  Study,  must 
involve  an  applied  experience  to  be  devel- 
oped in  consultation  with  the  Psychology 
Department.  It  is  expected  that  Psychology 
351  and  the  non-psychology  courses  will  be 
chosen  in  consultation  with  the  academic 
advisor  so  as  to  complement  the  other  psy- 
chology courses  in  forming  an  understand- 
ing of  psychology  as  an  applied  or  human 
services  discipline.  In  addition  the  major 


79 


must  pass  a  senior  comprehensive  examina- 
tion administred  by  the  department. 

PSYCHOLOGY  MINOR 

A  minor  in  psychology  consists  of  at  least 
five  courses  in  psychology  including  Psy- 
chology 101  and  Psychology  20 1 .  A  grade  of 
C  -  or  higher  is  necessary  in  all  courses 
applied  to  the  minor. 

lOlG.  Introduction  to  Psychology.  An 

examination  of  the  scientific  study  of  psy- 
chology. Lecture  sessions  emphasize  current 
concepts  in  the  biological  roots  of  behavior, 
learning,  perception,  human  memory,  social 
behavior,  developmental  psychology,  psy- 
chopathology,  and  applied  psychology. 
Laboratory  sessions  stress  the  application  of 
statistical  and  quantitative  interpretations  of 
data  and  the  application  of  scientific  methods 
to  the  study  of  human  and  animal  behavior. 
(Four  credits.) 

201.  Research  Methods  I:  Design  and 
Analysis.  An  introduction  to  the  scientific 
method  as  applied  in  the  social  and  behav- 
ioral sciences.  Topics  include  descriptive  and 
inferential  statistics,  the  design  and  analysis 
of  experiments,  and  the  drawing  of  logical 
conclusions  from  behavioral  data.  Includes 
laboratory.  Prerequisite:  Mathematics  106 
and  Psychology  101.  (Four  credits.) 

202.  Research  Methods  II:  Synthesis  and 
Communication.  A  continuation  of  Psy- 
chology 20 1 .  An  introduction  to  the 
methods  involved  in  behavioral  research. 
Includes  the  logic,  preparation,  and  design 
of  controlled  experiments.  Emphasis  is 
placed  on  the  interpretation  of  data  and  the 
communication  of  results.  Experience  is 
gained  in  literature  search  and  writing 
reports  using  appropriate  style  and  format. 
Includes  laboratory.  Prerequisites:  Mathe- 
matics 1 06  and  Psychology  101  and  20 1 . 
(Four  credits.) 


23 1 .  Developmental  Psychology.  An 

exploration  of  the  ways  in  which  physical 
growth,  intellectual  activity,  and  social 
behavior  change  with  age.  These  changes  are 
viewed  through  the  life  span  of  the  individ- 
ual and  include  biological  and  cultural  deter- 
minants. Particular  emphasis  is  given  to 
prenatal  and  child  development.  Prerequi- 
site: Psychology  101.  (Three  credits.) 

233.  Social  Psychology.  A  study  of  humans 
as  complex  social  beings,  the  development  of 
individual  differences,  and  the  effects  of 
society  in  shaping  persons.  Topics  include 
attitudes  and  attitude  change,  the  formation 
of  the  self-concept,  emotional  experience, 
prejudice,  group  dynamics,  and  social  norms 
and  values.  Prerequisite:  Psychology  101. 
(Three  credits.) 

250.  Special  Topics.  A  study  of  a  subject  of 
special  interest.  Topics  may  include  human- 
istic psychology,  drugs  and  behavior,  the 
psychology  of  language,  and  the  application 
of  psychology  to  community  issues.  Prereq- 
uisite: Psychology  101  and  consent  of 
instructor.  May  be  repeated  for  credit. 
(Three  credits.) 

272.  Psychology  of  Women,  An  introduc- 
tion to  the  discipline  of  the  psychology  of 
women.  Topics  covered  include:  develop- 
ment of  gender-typing,  gender  comparisons, 
women  and  work,  sexuality  and  violence 
against  women.  Another  aim  of  this  course  is 
to  explore  the  ways  that  race,  ethnicity,  class, 
sexual  orientation,  and  age  modify  women's 
experiences.  Prerequisite:  Psychology  101  or 
consent  of  instructor.  (Three  credits.) 

301.  Experimental  Psychology.  A  study  of 
the  application  of  psychological  research 
principles  to  major  current  areas  in  psychol- 
ogy including  learning,  motivation,  percep- 
tion, sensation,  and  cognition.  Includes 
laboratory.  Prerequisite:  Psychology  202  and 
consent  of  instructor.  (Four  credits.) 


80 


302.  Advanced  Topics  in  Psychology.  The 

experimental  investigation  of  selected  topics 
in  psychology.  Includes  laboratory.  Prereq- 
uisite: Psychology  202  and  consent  of  the 
instructor.  May  be  repeated  for  credit.  (Four 
credits.) 

315.  Learning  and  Motivation.  The  study 
of  the  general  principles  of  learning  and 
behavior  change.  Topics  include  classical 
and  instrumental  conditioning,  extinction, 
and  the  relation  between  performance  and 
motivation.  Prerequiste:  Psychology  101  and 
consent  of  instructor.  (Three  credits.) 

318.  Biopsychology.  This  course  emphasizes 
understanding  the  function  of  the  brain  and 
its  relation  to  behavior.  Topics  include  the 
biochemistry  of  neural  conduction  and 
synaptic  transmission,  the  physiology  of 
sensation  and  movement,  the  biochemistry 
of  learning  and  memory,  and  mechanisms  of 
action  of  psychoactive  drugs.  Prerequisite: 
Psychology  101,  or  Biology  101.  (Three 
credits.) 

335.  Abnormal  Psychology.  A  study  of  the 
origins,  symptoms,  and  classification  of 
mental  illness,  including  the  study  of  anxiety 
disorders,  mood  disorders,  and  schizophre- 
nia. Includes  comparisons  among  the  vari- 
ous biological  and  psychological  approaches 
to  therapy.  Prerequisite:  Two  psychology 
courses,  junior  standing,  or  consent  of  the 
instructor.  (Three  credits.) 

340G.  Personality.  A  theory-oriented 
exploration  of  human  differences  and  simi- 
larities. Covers  psychodynamic,  humanistic, 
and  behavioristic  models.  Topics  include  the 
role  of  the  family  in  generating  individual 
personality  differences,  the  role  of  cross- 
cultural  variables,  and  the  role  of  small 
groups  and  immediate  social-environmental 
factors  in  shaping  personality.   Prerequisite: 
Junior  standing.  (Three  credits.) 

350.  Special  Topics  in  Psychology.  A 
seminar  on  selected  topics  in  psychology 


permitting  in-depth  analysis  of  an  important 
psychological  problem  or  phenomenon. 
Prerequisites:  Psychology  101  and  201,  or 
consent  of  the  instructor.  May  be  repeated 
for  credit.  May  be  repeated  for  credit.  (Three 
to  four  credits.) 

351.  Independent  Study.  Directed  indivi- 
dual study  in  an  advanced  area  of  psychol- 
ogy. The  student  selects  a  topic  in  consulta- 
tion with  a  member  of  the  faculty.  Prerequi- 
sites: Junior  standing  and  consent  of  the 
instructor.  May  be  repeated  for  credit. 
(Three  credits.) 

420.  Research  Seminar.  The  development 
and  completion  of  a  major  research  project 
during  the  senior  year.  The  students  will 
read  and  critique  their  own  and  other 
research  literature,  and  conduct  and  report 
their  research  projects.  The  senior  compre- 
hensive examination  is  administered.  Pre- 
requisites: Psychology  101,  201,  senior 
standing,  and  consent  of  the  instructor. 
(Three  credits.) 


81 


SOCIOLOGY 


106.  (Four  credits.) 


Carolyn  Tyirin  Kirk,  Professor,  Chair 
Steven  L.  Buban,  Professor 


HSocioIogy  Major.  A  major  in  sociology 
consists  of  nine  courses  in  the  department, 
including  Sociology  202;  203;  a  minimum 
of  four  courses  at  the  300  level  (excluding 
320);  and  420.  In  addition,  Mathematics 
106  must  be  taken  prior  to  Sociology  202. 
The  departmental  requirements  allow  for 
considerable  flexibihty  to  meet  the  indivi- 
dual student's  needs.  For  example,  for  those 
students  interested  in  pursuing  a  career  in 
which  field  experience  at  the  undergraduate 
level  is  recommended.  Sociology  406  (Urban 
Studies)  or  420  (Senior  Seminar)  can  be 
designed  to  include  an  internship  with  an 
appropriate  organization.  Those  students 
interested  in  seeking  teacher  certification 
should  also  consult  with  the  education 
department.  All  individual  programs  leading 
toward  the  major,  however,  must  be  ap- 
proved by  the  sociology  department. 

■Sociology  Minor.  A  minor  in  sociology 
consists  of  five  courses  in  the  department, 
including  Sociology  202;  203;  and  a  mini- 
mum of  two  courses  at  the  300  level 
(excluding  320).  In  addition.  Mathematics 
106  must  be  taken  prior  to  Sociology  202. 

101.  Introduction  to  Sociology.  A  review  of 
basic  concepts,  theories,  and  principles  used 
in  analyzing  human  behavior  in  social  con- 
texts. (Three  credits.) 

102.  Social  Problems.  An  introductory 
survey  of  selected  contemporary  social 
problems  using  some  of  the  major  concepts 
of  sociology.  (Three  credits.) 

202.  Theory  and  Methods  I.  An  introduc- 
tion to  specific  theoretical  perspectives, 
methodological  approaches,  research  tech- 
niques, and  data  analysis.  Includes  a  two- 
hour  laboratory.  Prerequisite:  Mathematics 


203.  Theory  and  Methods  II.  A  continuation 
of  Sociology  202.  Includes  a  two-hour  labora- 
tory. Prerequisite:  Sociology  202.  (Four 
credits.) 

250.  Special  Studies  in  Sociology.  An  exam- 
ination of  selected  problems  and  issues  from  a 
sociological  perspective.  May  be  repeated  for 
credit.  (Three  credits.) 

320.  Independent  Study.  Independent  study 
in  an  area  of  sociology  directed  by  a  member 
of  the  department.  May  be  repeated  for 
credit.  (One  to  three  credits.) 

327G.  Sociology  of  Medicine.  An  analysis  of 
social  processes  and  structures  as  they  bear  on 
the  development  and  definition  of  disease, 
the  seeking  of  care,  the  training  and  behavior 
of  practitioners,  and  the  overall  health-care 
delivery  system.  (Three  credits.) 

34 IG.  Urban  Sociology.  An  introduction  to 
the  city,  focusing  on  distinctive  aspects  of 
urban  life  and  the  relationship  of  the  city  to 
its  physical  environment,  other  cities,  and  the 
larger  society.  (Three  credits.) 

343.  Population.  An  introduction  to  popula- 
tion studies  and  demographic  analysis.  Topics 
include  the  social  determinants  and  conse- 
quences of  fertility,  mortality,  and  migration 
and  the  social  ramifications  of  various  popu- 
lation policies.  (Three  credits.) 

345.  Class,  Status,  and  Power.  An  evaluation 
of  general  theories  of  stratification  and  an 
analysis  of  stratification,  class  consciousness, 
and  social  mobility  in  industrial  societies. 
(Three  credits.) 

347G.  Gender,  Race,  and  Ethnicity.  Exami- 
nation of  the  interrelationships  among 
gender,  race  and  ethnicity  within  the  contexts 
of  class  and  power  in  society.  (Three  credits.) 

351.  Criminology.  An  analysis  of  the  social 


82 


bases  of  law,  the  application  of  law,  types  of 
crime,  theories  of  crime,  and  societal 
responses  to  crime.  (Three  credits.) 

353.  Social  Interaction.  An  analysis  of 
elementary  social  relationships  emphasizing 
their  development,  maintenance,  and  trans- 
formation. Includes  observation  of  inter- 
action in  laboratory  and  nonlaboratory 
settings.  (Three  credits.) 

355.  Social  Movements.  An  analysis  of 
relatively  non-institutionalized  forms  of 
group  behavior  with  emphasis  on  social 
protest.  Substantive  focus  typically  includes 
the  U.S.  Civil  Rights  Movement  and  the 
Feminist  Movement.  (Three  credits.) 

403.  Seminar  in  Problems  and  Issues.  An 

advanced  study  of  a  single  social  problem  or 
issue.  May  be  repeated  for  credit.  (Three 
credits.) 

406.  Urban  Studies.  An  intensive,  off- 
campus,  living  experience  within  the  urban 
community  of  Chicago.  Offered  as  part  of 
the  Urban  Studies  program  of  the  Associated 
Colleges  of  the  Midwest.  (16  credits.) 

420.  Research  Seminar.  A  seminar  in  which 
each  participant  conducts  a  research  project 
involving  a  review  of  the  literature,  research 
design,  data  collection  and  analysis,  and 
written  and  oral  presentations  of  the  find- 
ings. The  project  is  the  culminating  experi- 
ence of  the  major  program  in  sociology. 
(Three  credits.) 


SPEECH 

COMMUNICATION 
AND  THEATER  ARTS 

William  J.  Wallace,  Associate  Professor, 

Chair 
James  L.  De  Young,  Professor 
Lee  A.  McGaan,  Associate  Professor 
Shawn  J.  Parry-Giles,  Assistant  Professor 
Trevor  Parry-Giles,  Instructor 
Douglas  B.  Rankin,  Assistant  Professor 

BSpeech  Communication  and  Theater 
Arts  Major,  A  major  in  Speech  Communi- 
cation and  Theater  Arts  consists  of  30 
semester  hours,  including  Speech  Commu- 
nication and  Theater  Arts  101,  206,  and 
450.  In  addition,  majors  must  take  at  least 
three  semester  hours  from  each  department 
area  (communication,  media,  and  theater). 
All  majors  are  also  expected  to  accumulate 
at  least  three  semester  hours  in  Speech 
Communication  and  Theater  Arts  100/200 
level  workshops  as  part  of  their  major 
program.  Students  working  toward  second- 
ary teacher  certification  should  confer  as 
early  as  possible  with  the  chairs  of  the 
speech  communication  and  theater  arts  and 
education  departments  to  ensure  that  their 
program  will  meet  state  standards.  (Note: 
Secondary  certification  in  a  "primary 
teaching  field"  requires  a  minimum  of  32 
semester  hours.) 

HSpeech  Communication  and  Theater 
Arts  Minors.  The  following  programs  are 
currently  available  from  the  department: 

1 .  General  Speech  Minor.  At  least  1 5 
semester  hours,  including  110  and  221, 
with  at  least  six  semester  hours  at  the  300  or 
400  level. 

2.  Public  Communications  Minor.  At 
least  15  semester  hours,  including  450,  with 
at  least  two  300  or  400  level  courses  to  be 
chosen  from:  204,  205,  208,  301,  302,  306, 
420,  or  423. 

3.  Mass  Media  Minor.  At  least  15 


83 


semester  hours,  including  450,  with  at  least 
one  300  or  400  level  course  to  be  chosen 
from:  123,  221,  223,  225,  321,  420,  or  423. 

4.  Theater  Arts  Minor.  At  least  15 
semester  hours  with  at  least  two  300  or  400 
level  courses  to  be  chosen  from:  110,  111, 
1 13,  212,  213,  314,  315,  316,  317,  413,  or 
420. 

lOlG.  Fundamentals  of  Speech  Communi- 
cations. A  practice-oriented  introduction  to 
the  forms  of  speech,  including  interpersonal, 
small-group,  and  public  communication. 
Offered  each  semester.  (Three  credits.) 

103.  Communications:  Workshops,  Staff- 
supervised  participation  in  communications. 
Open  to  all  students.  May  be  repeated  for 
credit.  CR/NC.  (One  credit.) 

HOG.  Introduction  to  Theater  and  Cine- 
ma Appreciation.  A  course  designed  to  give 
the  beginning  student  a  critical  platform  on 
which  to  base  his  or  her  own  evaluation  of 
plays  and  films.  Selected  reading  of  play- 
scripts,  film  scenarios,  and  general  criticism 
is  supplemented  by  planned  viewing  experi- 
ences in  both  art  forms.  Offered  each  year. 
(Three  credits.) 

1 1 IG.  Introduction  to  Technical  Theater. 

A  study  of  the  basic  elements  of  technical 
theater,  including  stagecraft,  lighting, 
properties,  and  makeup.  Includes  laboratory. 
Offered  each  year.  (Three  credits.) 

113G.  Theater  Arts:  Workshops.  Staff- 
supervised  participation  in  theater  arts. 
Open  to  all  students.  May  be  repeated  for 
credit.  CR/NC.  (One  credit.) 

123.  Electronic  Media:  Workshops.  Staff- 
supervised  participation  in  electronic  media. 
Open  to  all  students.  May  be  repeated  for 
credit.  CR/NC.  (One  credit.) 

126.  Print  Media:  Workshops.  Staff- 
supervised  participation  in  print  media. 
Open  to  all  students.  May  be  repeated  for 


credit.  (Also  English  126.)  CR/NC.  (One 
credit.)  . 

203.  Communications:  Advanced  Work- 
shops. A  continuation  of  Speech  Communi- 
cation and  Theater  Arts  103  with  advanced 
work  and/or  a  position  of  responsibility  in 
communications.  Primarily  for  upperclass 
majors.  Prerequisite:  Speech  Communica- 
tion and  Theater  Arts  1 03  or  consent  of  the 
instructor.  May  be  repeated  for  credit.  (Two 
credits.) 

204.  Interpersonal  Communications,  An 

examination  of  the  verbal  and  nonverbal 
features  of  face-to-face  communication  in 
everyday  life,  social  interaction,  professional 
activity,  and  in  our  culture  as  a  whole.  At- 
tention is  given  to  language  as  a  cultural 
system  and  as  a  meaning  system,  commu- 
nication as  behavior,  relationship  develop- 
ment, and  communication  systems  and 
effects.  Emphasis  is  placed  on  understanding 
theory,  systematically  observing  communica- 
tive behavior,  analysis  of  communication 
situations,  and  skill  improvement.  Offered 
in  alternate  years.  Prerequisite:  Speech 
Communication  and  Theater  Arts  101. 
(Three  credits.) 

205.  Persuasion.  A  study  of  the  classic 
concepts  of  persuasion  in  relation  to  modern 
theories  of  how  people  effect  changes  in 
others'  beliefs,  attitudes,  and  behavior. 
Includes  opportunities  to  prepare  and  pre- 
sent persuasive  efforts.  Offered  in  alternate 
years.  Prerequisite:  Speech  Communication 
and  Theater  Arts  101.  (Three  credits.) 

206.  The  Vocal  Instrument.  A  study  of 
sound  transfer,  language,  and  vocal  produc- 
tion from  psychological  and  physiological 
points  of  view.  Individual  projects  are 
arranged  to  assist  students  with  voice 
development  and  communication  research 
skills.  (Three  credits.) 

208.  Advanced  Public  Speaking.  A  perfor- 
mance-oriented course  focusing  upon  the 


84 


preparation  and  presentation  of  public 
messages.  Includes  classical  and  contempo- 
rary rhetorical  theory,  models  of  successful 
speakers,  various  forms  of  presentation 
(informative,  persuasive,  and  entertaining), 
and  directions  for  practice.  Offered  each 
year.  Prerequisite:  Speech  Communication 
and  Theater  Arts  1 0 1  or  consent  of  the 
instructor.  (Three  credits.) 

212G.  Beginning  Acting.  An  introduction 
to  the  art  and  history  of  stage  acting  com- 
bined with  practical  exercises  and  perfor- 
mances of  short  scenes.  (Three  credits.) 

213.  Theater  Arts:  Advanced  Workshops.  A 

continuation  of  Speech  Communication  and 
Theater  Arts  113  with  advanced  work  and/ 
or  a  position  of  responsibility  in  theater  arts. 
Primarily  for  upperclass  majors.  Prerequi- 
site: Speech  Communication  and  Theater 
Arts  11 3  or  consent  of  the  instructor.  May 
be  repeated  for  credit.  (Two  credits.) 

22 IG.  Mass  Media  and  Modern  Society. 

An  inquiry  into  the  mass  media  of  our  time 
(print,  film,  radio,  television,  etc.),  including 
study  of  the  forces  which  created  them  and 
the  effects  they  have  on  society.  Special 
attention  is  given  to  theories  of  mass  com- 
munication and  the  medium  of  television. 
Offered  each  year.  (Three  credits.) 

223.  Electronic  Media:  Advanced  Work- 
shops. A  continuation  of  Speech  Communi- 
cation and  Theater  Arts  1 23  with  advanced 
work  and/or  a  position  of  responsibility  in 
electronic  media.  Primarily  for  upperclass 
majors.  Prerequisite:  Speech  Communica- 
tion and  Theater  Arts  1 23  or  consent  of  the 
instructor.  May  be  repeated  for  credit.  (Two 
credits.) 

225.  Radio  Broadcasting.  A  survey  of  the 
historical  development  of  and  operational 
and  management  trends  within  broadcasting 
combined  with  practical  training  in 
announcing  techniques,  copywriting,  edit- 
ing, and  program  planning.  Prerequisite: 


Speech  Communication  and  Theater  Arts 
221  or  consent  of  the  instructor.  (Three 
credits.) 

226.  Print  Media:  Advanced  Workshops.  A 

continuation  of  Speech  Communication  and 
Theater  Arts  1 24  with  advanced  work  and/ 
or  a  position  of  responsibility  in  print 
media.  Primarily  for  upperclass  majors. 
Prerequisite:  Speech  Communication  and 
Theater  Arts  124  or  consent  of  the  instruc- 
tor. May  be  repeated  for  credit.  (Also 
English  226.)  (Two  credits.) 

250.  Special  Topics.'  (Three  credits.) 

301.  Organizational  Communication.  An 

analysis  of  organizational  communication 
theories  and  methods  and  study  of  organiza- 
tional climate,  motivation  and  leadership, 
and  patterns  of  miscommunication  within 
organizations.  Includes  practice  in  forms  of 
communication  used  in  business.  Offered 
each  year.  Prerequisite:  Speech  Communica- 
tion and  Theater  Arts  101.  (Three  credits.) 

302.  Small  Group  Communication.  A  study 
of  task-oriented,  small-group  communica- 
tion emphasizing  effective  organization, 
participation,  and  leadership.  Methods  of 
correcting  specific  problems  that  may  hinder 
small  groups  are  explored.  Includes  oppor- 
tunities to  participate  in  and  analyze  small- 
group  interaction.  Offered  alternate  years. 
Prerequisite:  Speech  Communication  and 
Theater  Arts  101.  (Three  credits.) 

306.  Argumentation.  An  introduction  to 
how  logical  arguments  are  structured  and 
analyzed.  Includes  development  of  abilities 
in  composing  logically  valid  messages  and 
avoiding  fallacies.  Emphasis  is  placed  on 
what  makes  arguments  strong  and  effective. 
Portions  of  the  course  will  be  devoted  to 
how  arguments  are  used  in  various  fields 
(e.g.,  law,  journalism,  science,  history,  or 
politics).  Frequent  in-class,  written  and  oral 
practice  will  occur.  Offered  alternate  years. 
Prerequisite:  Speech  Communication  and 


85 


Theater  Arts  101.  (Three  credits.) 

314.  Scenery  and  Lighting  Design.  A  study 
of  the  basic  elements  of  scenery  and  lighting 
design.  Combines  readings  in  design  theory 
with  practice  in  drafting,  plotting,  render- 
ing, and  model  building.  Offered  in  alter- 
nate years.  Prerequisite:  Speech  Communi- 
cation and  Theater  Arts  111.  (Three  credits.) 

315.  Principles  of  Stage  Directing.  A  study 
of  the  practical  and  theoretical  elements  of 
directing  for  the  serious  student  of  perfor- 
mance. Readings  in  theory  are  combined 
with  exercises  in  analysis,  pictorial  composi- 
tion, movement,  and  production  organiza- 
tion. Offered  in  alternate  years.  Prerequi- 
sites: Junior  standing  and  Speech  Communi- 
cation and  Theater  Arts  110,  1 11,  212  or 
314.  (Three  credits.) 

3I6G.  The  Classical  Theater.  A  survey  of 
Western  theater  from  ancient  Greece  to 
1800.  Emphasizes  the  evolution  of  dramatic 
literature,  production  elements,  theater 
architecture,  and  audience  composition. 
Offered  in  alternate  years.  (Three  credits.) 

317G.  The  Modern  Theater.  A  survey  of 
Western  theater  from  1800  to  the  present. 
Emphasizes  the  evolution  of  dramatic  litera- 
ture, production  elements,  theater  architec- 
ture, and  audience  composition.  Offered  in 
alternate  years.  (Three  credits.) 

321.  Television  Production.  An  introduct- 
ion to  the  fundamentals  of  television, 
including  the  handling  of  cameras  and 
switching  equipment,  scriptwriting,  graphics, 
and  production  techniques.  Laboratory 
exercises  focus  on  preparing  actual  programs. 
Prerequisites:  Junior  standing  and  Speech 
Communication  and  Theater  Arts  111,  225, 
3 1 4  or  3 1 5 .  (Four  credits.) 

401.  Seminar  in  Speech  Communication 
and  Theater  Arts.  A  seminar  centered  on  a 
problem  or  topic  as  announced  before  each 
offering.  Designed  for  juniors  and  seniors. 


Prerequisite:  Consent  of  the  instructor. 
(Three  credits.) 

403.  Internship  in  Communications.  An 

experience  designed  to  allow  the  student  to 
use  in  the  field  concepts  and  ideas  developed 
during  major  study  and  to  help  prepare  the 
student  for  employment.  Prerequisites: 
Junior  standing  and  prior  approval  of  the 
department.  May  be  repeated  for  credit. 
(Three  to  nine  credits.) 

413.  Internship  in  Theater  Arts.  An  experi- 
ence designed  to  allow  the  student  to  use  in 
the  field  concepts  and  ideas  developed 
during  major  study  and  to  help  prepare  the 
student  for  employment.  Prerequisites: 
Junior  standing  and  prior  approval  of  the 
department.  May  be  repeated  for  credit. 
(Three  to  nine  credits.) 

420.  Independent  Study.  A  faculty-directed 
program  of  individual  study  consisting  of 
reading,  research,  or  creative  performance. 
May  be  repeated  for  credit.  (One  to  six 
credits.) 

423.  Internship  in  Electronic  Media.  An 

experience  designed  to  allow  the  student  to 
use  in  the  field  concepts  and  ideas  developed 
during  major  study  and  to  help  prepare  the 
student  for  employment.  Prerequisites: 
Junior  standing  and  prior  approval  of  the 
department.  May  be  repeated  for  credit. 
(Three  to  nine  credits.) 

424.  Internship  in  Print  Media.  An  experi- 
ence designed  to  allow  the  student  to  use  in 
the  field  concepts  and  ideas  developed 
during  major  study  and  to  help  prepare  the 
student  for  employment.  Prerequisites: 
Junior  standing  and  prior  approval  of  the 
department.  May  be  repeated  for  credit. 
(Three  to  nine  credits.) 

430.  Methods  of  Teaching  Speech 
Communication  and  Theater  Arts.  A 

detailed  study  of  the  special  problems  that 
face  the  secondary-school  teacher  of  speech 


86 


communication.  Includes  special  attention 
to  the  development  of  criticism  of  oral 
assignments  and  the  operation  and  organiza- 
tion of  cocurricular  activities  in  speech  and 
theater.  Offered  as  needed.  Co-prerequisite: 
Education  340.  (Three  credits.) 

450.  Seminar:  Freedom  of  Expression  and 
Communication  Ethics.  A  study  of  the 
foundations  of  freedom  of  expression  and 
communication  ethics  in  our  society.  Major 
historical  documents  pertaining  to  the 
freedom  of  communication  and  the  moral 
and  ethical  base  of  communication  will  be 
reviev^^ed.  The  continuing  tension  between 
artistic  freedom  and  censorship  will  also  be 
examined.  Historical  materials  will  be 
applied  to  current  points  of  contention  in 
the  arts,  business,  media,  and  politics. 
Culminating  experience  required  of  all 
majors.  Offered  each  year.  Prerequisite: 
Senior  speech  communication  and  theater 
arts  major  or  minor,  or  consent  of  the 
instructor.  (Three  credits.) 


WOMEN'S  STUDIES 

CarolynTyirin  Kirk,  Professor, 
Coordinator 

Women's  studies  includes  the  careful 
consideration  of  feminist  theories  and  per- 
spectives and  the  examination  of  gender 
inequalities  and  issues.  The  multidisciplinary 
approach  emphasizes  the  breadth  of  disci- 
plines in  which  feminist  criticism  is  taken 
seriously. 

•Women's  Studies  Minor.  A  minor  con- 
sists of  15  to  17  credits.  Women's  Studies 
201  and  401  are  required  of  all  minors. 
Students  with  particular  interests  may 
choose  to  take  Women's  Studies  320. 

201.  Feminism.  An  introduction  to  Western 
feminist  thought  and  the  study  of  women's 
roles  and  status  in  society.  Also  evaluates 
present  knowledge  about  women,  questions 
stereotypes,  reinforces  the  value  of  the 
content  of  women's  everyday  lives,  and 
promotes  awareness  and  research.  (Three 
credits.) 

320.  Independent  Study.  Independent  study 
in  an  area  of  women's  studies  directed  by  a 
member  of  the  faculty.  Prerequisites: 
Women's  Studies  201  and  approval  of  the 
instructor  and  the  Women's  Studies  coordi- 
nator. (One  to  three  credits.) 

40 1 .  Women,  Justice  and  Equality.  A  semi- 
nar in  which  participants  will  read  and  dis- 
cuss historical  statements  that  have  had  a 
profound  effect  on  the  feminist  struggle  for 
equality  and  justice.  In  addition,  participants 
will  engage  in  individual  research,  chosen  in 
consultation  with  the  instructor,  in  which 
the  research  topics  will  provide  the  basis  for 
additional  readings  in  common.  Prerequi- 
sites: Women's  Studies  201. 

Art  250.  Women,  Art,  and  Feminism. 
Classics  210.  Ancient  Literature  (when 
appropriate). 


87 


Classics  240.  Ancient  Society:  The 
Family. 

English  260.  Literature  of  Feminism. 

English  348.  English  Novel  (when 
appropriate). 

Government  244.  The  Politics  of  Islam 
(Also  Issues  and  Ideas  444  and  Religious 
Studies  244). 

History  250.  Women  in  U.  S.  History. 

Psychology  272.  The  Psychology  of 
Gender. 

Religious  Studies  206.  Religious 
Perspectives  on  Moral  Issues  (when 
appropriate). 

Sociology  343.  Population. 

Sociology  347.  Gender,  Race,  and 
Ethnicity. 

Sociology  355.  Social  Movements. 

Issues  and  Ideas  426.  Feminist 
Approaches  to  Literture  and  Society. 


88 


Off-Campus 
Programs 


Monmouth  College  offers  students  an 
exceptional  variety  of  opportunities  to 
enhance  their  educational  experience  in  off- 
campus  study,  both  in  this  country  and 
overseas.  Most  of  these  are  offered  under  the 
auspices  of  the  Associated  Colleges  of  the 
Midwest  (ACM)  or  the  Great  Lakes  Colleges 
Association  (GLCA).  While  some  programs 
require  proficiency  in  a  foreign  language, 
most  do  not.  Applications  are  competitive 
and  students  must  make  application  to  the 
Curriculum  Committee.  Details  are  available 
from  the  coordinator  of  off-campus 
programs  at  the  College. 

■ACM  London  and  Florence:  Arts  in 
Context 

The  ACM  London  and  Florence  program 
(spring  only)  offers  a  cultural  comparison  of 
two  Renaissance  cities.  Art,  architecture,  and 
theater  are  considered  in  their  historical  and 
political  context.  Course  work  in  art, 
architecture,  drama,  Italian  language,  and 
history  or  literature  is  supplemented  by  visits 
to  museums,  galleries,  and  the  theater,  short 
trips  to  other  areas  of  England  and  Italy,  and 
discussions  with  local  scholars.  Students 
spend  eight  weeks  in  each  city.  In  Florence, 
an  optional  intensive  course  in  Italian 
language  is  offered  in  January  (16  semester 
hours). 

■Chicago  Semester  in  the  Arts 

The  Chicago  Semester  in  the  Arts 
program  provides  an  intensive  exposure  to 
the  dynamic  arts  scene  of  a  major  American 
city.  In  addition  to  attending  a  range  of 
cultural  events,  students  interact  with 
Chicago's  artists  through  an  interdisciplinary 
core  course,  a  special  topic  seminar  and  an 


internship.  The  internship  can  be  with  a 
theater,  dance  company,  gallery,  orchestra, 
publishing  firm,  arts  service  organization,  or 
individual  artist.  Not  limited  to  arts  majors, 
the  program  benefits  all  students  with  a 
serious  interest  in  the  arts.  (16  semester 
hours.)  jr 

■Chinese  Studies 

The  Chinese  Studies  program  offers  an 
academic  year  of  study  in  Hong  Kong,  a 
center  for  research  and  analysis  of 
contemporary  China  as  well  as  a  focal  point 
for  business,  banking,  journalism,  and 
governmental  agencies  operating 
throughout  East  Asia.  Enrolled  at  The 
Chinese  University  of  Hong  Kong,  students 
choose  Mandarin  or  Cantonese  language 
instruction,  as  well  as  elective  courses 
ranging  from  contemporary  Chinese 
political  thought  to  traditional  painting  and 
calligraphy.  There  is  also  opportunity  for 
independent  study  projects,  either  library- 
based  or  field-oriented.  At  the  university, 
students  live  in  dormitories  with  Chinese 
roommates.  An  ACM/GLCA  program. 
Opportunities  for  study  in  Mainland  China 
for  students  with  one  to  two  years  of 
Chinese  are  also  available  and  offered  by  the 
Council  on  International  Educational 
Exchange,  of  which  ACM  is  a  member. 
(30  to  36  semester  hours.) 

■Czech  Program 

Combining  its  rich  cultural  heritage,  the 
emerging  revival  of  democracy,  and  a 
struggle  for  economic  success,  the  Czech 
Republic  mirrors  much  of  East  and  Central 
Europe  in  its  variations  and  uncertainties. 


89 


With  much  of  its  ancient  architecture  intact 
and  a  topography  of  dramatic,  contrasting 
beauty,  the  country  offers  tremendous 
opportunities  to  learn.  The  program  is  based 
at  Palacky  University  in  Olomouc,  the 
historic  capital  of  Moravia.  It  includes 
intensive  language  training  and  course  work, 
field  trips,  and  housing  with  Czech  students 
in  university  dormitories.  Courses  cover 
Czech  history,  contemporary  socio-political 
issues,  environmental  concerns,  and  Czech 
literature  and  culture.  An  ACM/GLCA 
program.  (16  semester  hours) 


IFlo 


rence 


The  Florence  program  (fall  only)  offers 
students  of  art,  history,  Romance  languages, 
and  the  humanities  an  opportunity  for 
intensive  study  of  Renaissance  painting, 
scupture,  architecture,  and  literature. 
Students'  understanding  of  Florence's 
artistic  and  cultural  heritage  is  facilitated  by 
Italian  language  instruction  and  courses 
providing  a  broad  perspective  on  Italian 
contributions  to  world  civilization.  A  studio 
art  course  is  also  offered.  Course  work  is 
supplemented  by  visits  to  museums  and 
galleries,  short  field  trips  to  other  cities 
throughout  Italy,  and  discussions  with  local 
scholars.  This  academic  immersion  in  Italian 
Renaissance  culture  is  enriched  by  the 
students'  personal  immersion  in  the  life  of 
modern  Italy,  as  each  student  lives  in  an 
Italian  home.  (16  semester  hours.) 

HIndia  Studies 

The  Indian  subcontinent,  home  to  almost 
one-sixth  of  the  world's  population, 
provides  a  rich  and  complex  background  for 
the  study  of  non-Western  civilization.  After 
an  intensive  10-week  orientation  term, 
including  language  study,  at  one  of  the 
ACM  colleges,  India  Studies  participants 
spend  six  months  in  Pune  living  with  Indian 
families.  At  once  traditional  and  highly 
industrialized,  Pune  is  an  excellent  place  to 
observe  the  interaction  of  tradition  and 


modernity  that  characterizes  India  today. 
Students  are  enrolled  at  the  Tilak 
Maharashtra  Vidyapeeth,  where  they 
continue  language  instruction,  choose  four 
other  courses,  and  complete  the  independent 
study  projects  begun  during  orientation.  In 
addition  to  the  formal  academic  program,  a 
variety  of  extracurricular  activities  is 
available:  music  and  dance  recitals,  field  trips 
to  nearby  cultural  sites  such  as  the  Ajanta 
and  Ellora  caves,  and  religious  festivals. 
(Equivalent  to  one  full  year's  work  on  the 
home  campus;  orientation,  one-third; 
overseas  program,  two  thirds.) 

HJapan  Study 

Students  spend  the  academic  year  at 
Waseda  University's  International  Division 
in  Tokyo  after  a  summer  orientation, 
including  intensive  language  study  in  a 
mountain  village  setting.  In  addition  to 
required  language  study,  electives  may  be 
chosen  from  a  wide  range  of  Asian  studies 
courses  taught  in  English.  A  family  living 
experience  in  Tokyo  provides  an  informal 
education  in  Japanese  culture  and  is  in  many 
ways  the  dominant  feature  of  the  program, 
offering  total  immersion  in  the  Japanese  way 
of  life.  In  March,  a  rural  stay  lets  students 
experience  another  type  of  Japanese  life  for 
three  weeks.  A  GLCA/ACM  program. 
(Students  may  earn  a  full  academic  year's 
credit.) 

HNewberry  Library  in  the  Humanities 

One  of  America's  great  research  libraries 
provides  the  setting  and  resources  for  this 
program.  Students  attend  seminars,  meet  with 
resident  scholars,  and  conduct  their  own 
research  of  selected  topics  using  the  Newberry 
Library's  outstanding  collections.  In  addition 
to  the  semester  long  fall  seminar,  students  may 
enroll  in  one-month  seminars  on  selected 
topics  during  winter  and  spring.  Students  may 
also  pursue  independent  study  under  the 
direction  of  faculty  from  their  own  colleges.  An 
ACM/GLCA  program.  (16  semester  hours  or 


90 


the  equivalent  (fall  seminar);  equivalent  of 
one  course  (short-term  seminars);  variable 
credit  for  independent  study  and  tutorials.) 

lOak  Ridge  Science  Semester 

The  Oak  Ridge  Science  Semester  is  designed 
to  allow  qualified  undergraduates  to  study 
and  conduct  research  in  a  presitgious  and 
challenging  scientific  environment.  As  a 
member  of  a  research  team  working  at  the 
frontiers  of  current  knowledge,  participants 
engage  in  long-range  investigations  utilizing 
the  facilities  of  the  Oak  Ridge  National 
Laboratory  (ORNL)  located  near  Knoxville, 
Tennessee.  The  majority  of  a  student's  time 
is  spent  in  research  with  an  advisor 
specializing  in  biology,  engineering, 
mathematics,  or  the  physical  or  social 
sciences.  Students  also  participate  in  an 
interdisciplinary  seminar  designed  to 
broaden  their  exposure  to  innovations  in 
their  major  field  as  well  as  related  disciplines. 
In  addition,  each  student  chooses  one 
elective  from  among  a  variety  of  advanced 
courses.  The  academic  program  is  enriched 
in  informal  ways  by  guest  speakers, 
departmental  colloquia,  and  the  special 
interests  and  expertise  of  the  ORNL  staff.A 
GLCA/ACM  program.  (16  semester  hours.) 

H  Russia  Semester 

The  enormous  political,  social  and  economic 
changes  taking  place  in  Russia  provide  a 
fascinating  environment  for  this  program 
which  combines  intensive  study  of  the  Russian 
language  with  an  introductory  course  focused 
on  Russian  society.  Exposure  to  contemporary 
Russian  life  is  featured  in  coursework,  field 
trips,  individual  projects  and  travel.  The 
program  is  based  at  Kuban  State  University  in 
Krasnodar,  a  regional  center  of  700,000 
people;  the  city's  relatively  relaxed  atmosphere 
permits  more  contact  between  American  and 
Russians  than  is  usually  found  on  programs  in 
Russia.  Most  students  live  with  Russian 
families,  though  students  may  also  live  in 
university  dormitories.  An  ACM/GLCA 


program.  (16  semester  hours) 

■Studies  in  Latin  American  Culture  and 
Society 

Studies  in  Latin  American  Culture  and 
Society  (fall  only)  is  an  interdisciplinary 
program  designed  for  students  who  wish  to 
gain  a  comprehensive  understanding  of  life 
in  Latin  America  and  to  develop  facility  in 
the  Spanish  language.  This  program, 
focusing  on  the  humanities  and  social 
sciences,  is  planned  to  take  fiiU  advantage  of 
its  Costa  Rican  setting.  Course  work  in 
language,  literature,  geography, 
anthropology,  politics  and  cultural  change 
provides  insights  which  are  reinforced  by 
group  field  trips  and  a  two-week  period  of 
individual  field  work  in  the  rural  areas. 
Language  study  is  stressed  as  the  key  to  in- 
depth  understanding  of  the  culture.  In  San 
Jose  and  its  environs,  students  live  with 
families  both  to  improve  their  language 
ability  and  to  enable  continuous,  personal 
involvement  in  the  life  of  a  Latin  American 
community.  (16  semester  hours.) 

■Tropical  Field  Research 

The  Tropical  Field  Research  program 
(winter/spring)  is  designed  for  advanced 
work  in  the  social  and  natural  sciences. 
Independent  research  in  the  humanities  is 
also  encouraged.  Costa  Rica  supports  an 
extraordinary  variety  of  plant  and  animal  life 
and  provides  rich  research  opportunities  for 
students  of  tropical  biology  and  ecology.  An 
equally  broad  range  of  research  topics  is 
available  for  students  of  anthropology, 
archaeology,  economics,  geography,  geology, 
history,  political  science  and  sociology. 
Students  prepare  for  their  research  during  a 
month-long  orientation  which  includes 
intensive  language  training  and  a  review  of 
field  work  methodology.  Their  field  study 
may  be  integrated  with  an  ongoing  project 
or  may  be  undertaken  independendy  under 
the  supervision  of  a  faculty  advisor.  (16 
semester  hours) 


91 


■Urban  Education 

The  Urban  Education  program  offers 
student  teaching  internships,  a  summer 
program  leading  to  certification  in  biHngual 
or  ESL,  and  one  month  courses  in 
December  and  January  on  cultural 
awareness  and  language  teaching  in 
elementary  schools.  All  courses  provide 
intensive  field  experience  supervised  by 
master  teachers.  The  program  supports 
student  teachers  through  a  series  of 
workshops,  seminars,  discussion  groups,  and 
individual  mentoring.  Emphasis  is  placed  on 
developing  each  student's  strengths  and 
expanding  his  or  her  repertoire  of  teaching 
strategies. 

Because  of  its  location  in  Chicago,  the 
program  allows  students  to  experience  a  rich 
variety  of  instructional  settings;  students  can 
choose  placements  in  inner  city,  suburban, 
traditional,  innovative,  bilingual,  and  special 
education.  One  goal  of  the  program  is  to 
expose  all  students  to  the  diversity  of 
Chicago's  ethnic  communities. 

The  January  and  December  course 
"Dimensions  of  Multiculture"  explores  the 
meaning  of  cultural  identification  and  its 
impact  on  children's  learning.  The  course 
serves  candidates  for  bilingual  certification, 
foreign  students  wanting  to  develop  a  deeper 
understanding  of  American  cities,  and  a 
broad  range  of  students  interested  in 
expanding  their  understanding  of  other 
cultures.  "Teaching  Foreign  Languages  in 
Elementary  School"  (FLES),  which  is  also 
offered  in  January,  examines  the  materials, 
techniques,  and  psychological  basis  for 
teaching  a  new  language  to  children  in 
grades  K-6.  The  "Dimensions"  course, 
FLES,  and  internships  with  the  Chicago 
program  can  be  combined  with  home 
campus  coursework  in  teaching  methods  for 
certification  in  bilingual  education.  Other 
students  not  enrolled  in  this  special  program 
can  also  complete  the  process  of  teacher 
certification  by  combining  course  work  on 
their  home  campus  with  student  teaching  in 
Chicago.  Program  graduates  are  well- 


qualified  to  address  some  of  the  serious 
educational  issues  in  urban  schools.  (Equal 
to  an  equivalent  period  on  the  home 
campus.) 

HUrban  Studies 

The  social,  cultural,  and  economic  forces 
which  shape  American  cities— urban  renewal, 
political  machines,  pollution,  the  daily  press, 
welfare,  high  culture  and  mass  culture,  the 
corporate  elite-are  all  present  in  Chicago.  In 
the  Urban  Studies  program,  students  begin 
to  understand  the  magnitude  and 
complexity  of  an  urban  center  by  studying, 
working,  and  living  in  Chicago. The 
integrated  academic  and  experiential 
program  includes  seminars  on  urban  issues, 
a  core  course  focusing  on  current  problems 
in  public  policy,  an  independent  study 
project,  and  a  supervised  internship.  All  of 
these  help  students  gain  a  valuable 
understanding  of  the  city  and  a  clearer  sense 
of  their  own  values  and  goals.  (16  semester 
hours) 


■Wilderness  Field  Station 

The  ACM  Wilderness  Field  Station  is 
located  on  remote  Low  Lake  in  the  Superior 
National  Forest.  It  lies  just  outside  the 
Boundary  Waters  Canoe  Area,  offering 
students  an  exceptional  opportunity  for 
direct  observation  of  northwoods  nature. 
Courses  in  ecology,  vertebrate  zoology,  field 
biology,  ornithology,  behavioral  zoology, 
and  behavioral  ecology  of  mammals  are 
offered  during  the  two  month-long  summer 
sessions,  along  with  field  biology  and  other 
electives  for  non-science  majors  and  an 
independent  study  option.  Much  of  the  field 
work  in  this  lakeland  wilderness  is  done  on 
canoe  trips,  involving  paddling,  portaging, 
and  camping.  The  base  camp's  laboratories 
and  herbarium  enable  students  to 
supplement  their  field  study  with  the  latest 
analytical  techniques.  (Four  semester  hours 
or  the  equivalent  each  session.) 


92 


IZimbabwe 

The  ACM  Zimbabwe  Program  offers 
students  the  opportunity  to  study  the 
challenges  of  nation-building  faced  by 
independent  Zimbabwe.  Offered  each 
spring,  this  interdisciplinary  program  will  be 
particularly  suited  to  students  with  an 
interest  in  development  issues  in  Southern 
Africa.  Courses  in  Shona  language,  cultural 
identity,  and  political  and  economic 
development  will  be  offered  in  Harare 
under  the  guidance  of  an  ACM  faculty 
director  and  University  of  Zimbabwe 
faculty.  All  students  will  do  an  independent 
field  project  under  the  direction  of  program 
faculty  or  University  staff,  and  students  may 
also  elect  an  optional  May  term  (4  semester 
credits)  focusing  on  an  internship,  language 
study  or  an  individual  research  project. 
Students  will  live  with  families  in  Harare. 
(16  semester  hours.) 


93 


Preprofessional 
Programs 


BArchitecture.  Monmouth  College  is 
affiliated  with  Washington  University  of  St. 
Louis  in  a  joint  program  of  the  study  of 
architecture.  The  program  consists  of  three 
years  at  Monmouth  College  with  a  major  in 
art  or  a  synoptic  major,  and  four  years  of 
architecture  studies  at  the  university.  After 
successful  completion  of  the  first  year  at 
Washington  University,  the  student  receives 
the  B.A.  degree  from  Monmouth  College.  A 
master's  degree  in  architecture  is  awarded 
after  completion  of  the  program  at 
Washington  University. 

■Computer  Science.  Students  who  seek 
careers  in  this  rapidly  growing  field  should 
take  a  full  complement  of  courses  in 
mathematics  and  computer  science.  The 
College's  well-equipped  Computer  Center 
affords  students  ample  opportunity  for 
instruction  and  practice.  The  department  of 
mathematics  and  computer  science  offers 
majors  in  both  mathematics  and  computer 
science. 

HDentistry.  Dental  schools  accept  applicants 
without  regard  to  their  undergraduate  major. 
Students  can,  therefore,  choose  to  major  in 
any  field,  although  most  students  major  in 
biology  or  chemistry.  Course  requirements 
and  academic  standards  vary,  so  students 
should  become  familiar  with  the  specific 
requirements  of  the  schools  to  which  they 
plan  to  apply.  The  members  of  the  College 
Health  Careers  Committee  are  available  to 
help  with  academic  planning  and,  together 
with  the  Career  Planning  and  Placement 
Office,  to  help  students  obtain  catalogs  and 
admission  material. 

■Engineering.  Monmouth  College  is 


affiliated  with  Case  Western  Reserve 
University,  Washington  University,  and  the 
University  of  Southern  California  in  joint 
five-year  programs  of  engineering  education. 
The  plan  calls  for  three  years  at  Monmouth 
followed  by  two  years  of  engineering  work 
at  one  of  these  institutions.  Acceptance  by 
the  affiliated  institution  is  guaranteed  if  a  B 
average  is  maintained  in  the  specified 
courses  at  Monmouth.  Upon  completion  of 
the  program,  the  student  receives  degrees 
from  both  Monmouth  and  the  engineering 
school. 

■Environmental  Studies.  An 

interdisciplinary  major  in  environmental 
studies  can  lead  to  graduate  work  or  career 
positions  in  this  expanding  field.  This 
program  emphasizes  a  field  understanding 
of  the  combined  areas  needed  to  properly 
comprehend  the  complex  nature  of 
environmental  studies.  Options  allow  for 
technical  expertise  or  a  policy/advocacy 
slant  to  the  major,  depending  upon  the 
goals  of  the  participant. 

■Law.  Students  should  prepare  for  a  career 
in  law  by  acquiring  the  ability  to  think, 
write,  and  speak  clearly.  They  should  also 
cultivate  a  genuine  concern  for  human 
institutions  and  values.  Though  law  schools 
require  no  particular  undergraduate  major 
or  course  of  study,  courses  in  constitutional 
law,  business  law,  and  criminology  are 
available  at  Monmouth  College.  Students 
may  also  gain  experience  in  law-related 
internships  for  college  credit. 

■Library  Science.  After  receiving  the  B.A. 
degree,  a  student  may  qualify  for  a  master's 
degree  in  library  science  with  approximately 


94 


one  year  of  training  in  a  professional  school. 
Library  schools  require  no  particular 
undergraduate  major  or  course  of  study,  but 
specialization  can  lead  to  library  work  in  that 
area.  Opportunities  are  available  for  students 
interested  in  library  science  to  work  in 
Monmouth  College's  Hewes  Library. 

■Medical  Technology.  After  three  years  of 
preprofessional  education  at  Monmouth, 
students  complete  the  professional  phase  of 
the  program  in  two  years  at  Rush  University 
in  Chicago  or  in  one  year  at  St.  Francis 
Medical  Center  in  Peoria,  Illinois. 
Acceptance  to  Monmouth  College  does  not 
guarantee  acceptance  to  the  affiliated 
institution.  Students  who  remain  at 
Monmouth  for  three  years  and  complete  the 
Monmouth  general  education  requirements 
receive  a  B.A.  degree  from  Monmouth  in 
addition  to  the  B.S.  degree  from  the 
affiliated  school. 

■Medicine.  Medical  schools  accept 
applicants  without  regard  to  their 
undergraduate  major.  Students  can, 
therefore,  choose  to  major  in  any  field, 
although  most  students  major  in  biology  or 
chemistry.  Course  requirements  and 
academic  standards  vary,  so  students  should 
become  familiar  with  the  specific 
requirements  of  the  schools  to  which  they 
plan  to  apply.  The  members  of  the  College 
Health  Careers  Committee  are  available  to 
help  with  academic  planning  and,  together 
with  the  Career  Planning  and  Placement 
Office,  to  help  students  obtain  catalogs  and 
admission  materials. 

■Ministry  and  Christian  Education.  The 

American  Association  of  Theological 
Schools  recommends  a  broad  liberal  arts 
experience  as  the  best  preparation  for  the 
modern  ministry.  Concentrations  in 
philosophy,  religion,  history,  English, 
sociology,  or  psychology  are  encouraged, 
and  some  knowledge  of  Hebrew  and  Greek 
is  a  valuable  asset.  Students  who  are 
preparing  for  service  in  the  field  of  Christian 


education  will  profit  from  courses  in  the 
education  department  as  well  as  from  the 
above  concentrations. 

■Nursing.  The  preprofessional  phase  of  the 
nursing  program  is  normally  completed  in 
three  years  at  Monmouth,  followed  by  two 
years  of  professional  training  at  either  Rush 
University  in  Chicago  or  at  Mennonite 
College  of  Nursing  in  Bloomington,  Illinois. 
Acceptance  to  Monmouth  College  does  not 
guarantee  acceptance  to  the  affiliated 
institution.  Students  who  remain  at 
Monmouth  for  three  years  and  complete  the 
Monmouth  general  education  requirements 
receive  a  B.A.  degree  from  Monmouth  in 
addition  to  the  B.S.  degree  from  the 
affiliated  school. 

■Occupational  Therapy.  The  Monmouth 
occupational  therapy  program  involves  three 
years  of  preprofessional  education  followed 
by  two  years  at  Washington  University  in  St. 
Louis.  Acceptance  to  Monmouth  College 
does  not  guarantee  acceptance  to 
Washington  University.  Students  who 
remain  at  Monmouth  for  three  years  and 
complete  the  Monmouth  general  education 
requirements  receive  a  B.A.  degree  from 
Monmouth  in  addition  to  the  B.S.  degree 
from  Washington  University. 

■Physical  Therapy.  Students  interested  in 
physical  therapy  spend  three  years  at 
Monmouth  followed  by  two  years  at  The 
Chicago  Medical  School.  Acceptance  to 
Monmouth  College  does  not  guarantee 
acceptance  to  The  Chicago  Medical  School. 
Students  who  remain  at  Monmouth  for 
three  years  and  complete  the  Monmouth 
general  education  requirements  receive  a 
B.A.  degree  from  Monmouth  in  addition  to 
the  B.S.  degree  from  The  Chicago  Medical 
School. 

■Reserve  Officers'  Training  Corps. 

Monmouth  College  students  may  work 
toward  a  commission  in  the  United  States 
Army,  the  Army  Reserve,  or  the  National 


95 


Guard  upon  graduation.  The  program,  open 
to  both  men  and  women,  is  taken  in 
addition  to  the  ordinary  academic  program 
and  includes  a  six-week  summer  camp 
between  the  junior  and  senior  years. 
Information  about  this  program  may  be 
found  in  the  section  on  the  military  science 
department. 

HSocial  Service.  Many  opportunities  in 
social-service  professions  are  available  to 
students  who  major  in  psychology  or 
sociology.  Students  should  be  aware  of 
rapidly  increasing  opportunities  for  those 
who  combine  such  a  major  program  with  a 
working  knowledge  of  Spanish. 

■Teaching.  Monmouth  teacher  preparation 
programs  meet  the  professional  education 
requirements  of  the  Illinois  State  Teacher 
Certification  Board.  The  programs  provide 
students  who  are  preparing  to  teach  in 
elementary  and  secondary  schools  with 
opportunities  to  develop  the  skills  and 
knowledge  needed  to  become  effective 
teachers.  Students  interested  in  teaching  as  a 
career  should  pursue  programs  of  study  that 
take  into  account  their  subject  interests, 
their  aptitudes,  and  their  desire  to  qualify 
for  a  particular  teaching  role.  The  Urban 
Education  Program  of  the  Associated 
Colleges  of  the  Midwest  offers  unusual 
opportunities  to  Monmouth  students, 
including  a  special  program  for  those 
interested  in  bilingual  education.  Detailed 
information  about  specific  teacher  education 
programs  may  be  found  in  the  section  on 
the  education  department. 

■Veterinary  Medicine.  Veterinary  schools 
accept  applicants  without  regard  to  their 
undergraduate  major.  Students  can, 
therefore,  choose  to  major  in  any  field, 
although  most  students  major  in  biology. 
Course  requirements  and  academic 
standards  vary,  so  students  should  become 
familiar  with  the  specific  requirements  of  the 
schools  to  which  they  plan  to  apply.  The 
members  of  the  College  Health  Careers 


Committee  are  available  to  help  with 
academic  planning  and,  together  with  the 
Career  Planning  and  Placement  Office,  to 
help  students  obtain  catalogs  and  admission 
materials. 


96 


Admission 


■Admission  Policy.  Monmouth  College 
admits  qualified  men  and  women  without 
regard  to  physical  handicap  or  their 
geographic,  cultural,  economic,  racial,  or 
religious  backgrounds.  Each  applicant  for 
admission  is  evaluated  on  his  or  her 
individual  merits.  The  College  does  not 
make  decisions  on  the  basis  of  single  test 
scores  or  other  isolated  credentials,  seeking 
rather  to  develop  a  comprehensive 
understanding  of  each  applicant's  abilities 
and  potential.  Scholastic  record,  class 
standing,  standardized  test  scores, 
recommendations,  and  personal  qualities 
such  as  motivation,  goals,  maturity,  and 
character  are  considered. 

Applicants  should  take  a  college- 
preparatory  program  that  includes  four  years 
of  English,  three  years  of  mathematics,  two 
years  of  science  (including  one  year  of  a 
laboratory  science),  three  years  of  social 
sciences  (including  history  and  government, 
and  two  years  of  a  foreign  language) . 
Participation  in  honors  or  advanced  course 
programs  is  strongly  recommended,  along 
with  foreign  language.  Applicants  who  lack 
particular  courses  are  not  disqualified  from 
admission  to  the  College  and  will  be 
considered  on  an  individual  basis.  Applicants 
who  have  not  been  enrolled  in  school  for  a 
year  or  more  should  provide  a  statement 
describing  their  activities  since  last  enrolled. 

The  Admission  Process.  The  complete 
admission  process  for  all  full  time  students 
includes  these  steps: 

1 .  The  complete  application  form  must  be 
sent  to  the  Admission  Office. 

2.  An  official  transcript  of  high  school 
credits  including  rank  in  class  and  SAT  or 
ACT  scores  must  be  filed  with  the  Admission 


Office.  Transfer  applicants  must  have  an 
official  college  transcript  sent  from  all 
previously  attended  institutions  on  file  with 
the  Dean  of  Admission,  Monmouth 
College. 

3.  Completed  applications  are  reviewed 
by  the  Dean  of  Admission.  The  Dean  of 
Admission  may  approve  those  which  are 
clearly  acceptable;  those  which  are  not  are 
reffered  to  the  Admission  Committee  for 
individual  consideration.* 

4.  Notice  of  the  action  taken  is  sent  to 
the  applicant  on  a  rolling  basis.  Those  that 
are  accepted  will  receive  instruction 
concerning  the  new  student  deposit  of 
$150.00  and  housing  information. 

5.  The  health  form  and  immunization 
records  must  be  complete  before  a  student 
will  be  allowed  to  enroll. 

*Transfer  students  acceptance  will  be  based  on  their  GPA 
as  it  relates  to  Monmouth  College's  current  student  good 
standing  policy. 

EARLY  DECISION.  Monmouth  will 
offer  admission  to  students  based  on  a  three 
year  high  school  record  and  the  SAT  or 
ACT  results  from  the  junior  year  or  early 
senior  year,  subject  to  successfiil  completion 
of  the  senior  year  in  high  school. 

REGULAR  DECISION.  Applicants  on 
Regular  Admission  will  receive  notification 
from  the  College  on  a  rolling  basis  during 
the  senior  year. 

•SPECIAL,  PART-TIME,  AND 
REENTERING  STUDENTS.  Special 
students  are  those  who  are  not  candidates 
for  the  degree.  Permission  to  register  as  a 
special  student  must  be  obtained  from  the 
dean  of  admission  before  the  beginning  of 


97 


the  semester.  Should  a  special  student  decide 
to  become  a  degree  candidate,  the  regular 
admission  procedure  must  be  completed. 

Part-time  students  are  those  who  register 
for  fewer  than  12  hours  of  credit  per 
semester.  Permission  to  enroll  part-time 
must  be  obtained  from  the  dean  of  the 
College  before  the  beginning  of  the  term. 

Students  who  have  previously  attended 
Monmouth  College  and  wish  to  reenter 
must  obtain  permission  to  reenroll  from  the 
dean  of  admission  before  the  beginning  of 
the  semester. 


98 


Tuition  And  Other 
Charges,  1994-95 


TUITION,  ROOM,  AND  BOARD 

Tuition,  per  semester $6,500 

General  Fees  100 

Room,  per  semester, 

double  occupancy 1,050 

single  occupancy 1,375 

Board,  per  semester 1,000 

Board,  14  meal  plan  per  semester 960 

Total  annual  charge: 

tuition,  fees,  board,  and 
double-occupancy  room $17,300 

PAYMENT 

All  fees  and  charges  are  due  the  first  day  of 
the  semester  in  which  the  student  is  enrolled. 
Students  may  not  register  until  their 
accounts  are  paid  in  full  or  satisfactory 
alternative  arrangements  are  made  with  the 
business  office. 

Students  who  have  outside  scholarships  or 
loans  not  already  credited  to  their  accounts 
by  the  day  of  registration  must  have  written 
confirmation  from  the  source  of  the  aid  if  the 
scholarship  or  loan  is  to  be  considered  in 
computing  the  net  amount  due. 

Students  who  wish  to  distribute  payment 
over  several  months  must  make  arrangements 
to  do  so  using  Tuition  Management  Systems, 
Inc.  Information  is  available  from  the 
College  cashier  or  by  calling  1-800/722- 
4867.  There  is  a  $50  fee. 

CONDITIONS 

The  normal  course  load  for  a  full-time 
student  is  15  to  16  semester  hours.  A  student 
enrolled  for  12  semester  hours  is  classified  as 
a  full-time  student.  Tuition  charges  provide 
for  a  course  load  up  to  and  including  1 8 
semester  hours.  Tuition  per  semester  is  based 
upon  a  student's  registered  course  load  as  of 


the  last  day  to  add  a  course.  (See  1994-95 
Academic  Calendar.) 

Tuition  and  fees  include  use  of  the 
library,  laboratories,  student  center,  cultural 
activities,  cocurricular  programs,  admission 
to  athletic  contests  and  most  other  campus 
events.  Tuition  and  fees  are  required 
whenever  a  student  is  enrolled  for  course 
work  at  Monmouth  College  or  under 
Monmouth  College's  auspices,  whether  the 
course  work  is  on  or  off  campus. 

Where  space  permits,  double  rooms  are 
made  available  for  single  occupancy  at  an 
extra  charge.  Students  selecting  a  "double- 
single"  room  will  be  billed  at  the  single- 
occupancy  rate. 

All  unmarried  students  are  required  to 
live  and  take  board  on  campus,  except  that 
residents  of  the  immediate  area  may  receive 
permission  to  commute  to  the  College  when 
they  continue  to  live  with  their  parents. 

Students  enrolled  in  internships, 
independent  study,  student  teaching  or 
other  off-campus  programs  within  30  miles 
of  Monmouth  must  reside  on  campus  and 
take  board  in  the  College  dining  room.  Box 
meals  will  be  provided  or  other  appropriate 
arrangements  made  for  meals  that  cannot  be 
taken  on  campus.  All  expenses  associated 
with  off-campus  study,  such  as  travel, 
clothing  and  meals  at  unusual  times,  will  be 
borne  by  the  student.  Not  all  financial  aid  is 
continued  for  off-campus  study  programs, 
and  the  student  must  check  with  the 
financial  aid  office  to  determine  whether 
financial  assistance  is  continued  for  the 
particular  off-campus  study  program  in 
question. 

Payment  of  all  current  financial 
obligations  to  the  College  is  a  prerequisite 
to  receiving  the  degree.  Failure  to  meet  such 


99 


obligations  will  preclude  participation  in 
Commencement  activities. 

OTHER  CHARGES 

OVERLOAD,  per  semester  hour $542 

Students  who  take  more  than  1 8  semester 
hours  per  semester  will  be  charged  additional 
tuition  on  a  prorated  basis.  Tuition  for  fewer 
than  12  or  for  more  than  18  semester  hours 
will  be  charged  at  $542  per  semester  hour. 

AUDIT,  per  semester  hour $271 

Full-time  students  may  audit  a  course 
without  charge.  Part-time  students  or 
persons  not  otherwise  enrolled  will  be 
charged  the  audit  fee. 

CREDIT  BY  EXAMINATION, 

per  semester  hour $271 

SPECIAL  EXAMINATIONS $30 

Students  who  are  absent  from  a  final 
examination  for  any  reason  except  illness 
must  secure  the  permission  of  the  instructor 
and  pay  the  fee  to  take  a  makeup 
examination. 

INDIVIDUAL  INSTRUCTION 
Music  Lessons: 
Music  major, 

fiill-time  student No  Charge 

Non-music  major. 

Half-hour  lesson  per  week, 

per  semester $160 

Hour  lesson  per  week, 

per  semester $320 

INTEREST  CHARGE 8.4% 

Interest  charges  are  assessed  to  student 
accounts  on  the  fourteenth  (I4th)  day  of 
each  month.  The  amount  of  the 
assessment  is  determined  by  taking  the 
outstanding  balance  on  the  15th  day  of  the 
previous  month,  subtracting  any  credits 
posted  during  the  month,  and  multiplying 
the  resulting  amount  times  7/lOths  of  1 
percent,  which  is  the  equivalent  of  8.4 
percent  per  year.  This  method  will  always 


allow  at  least  30  days  but  not  more  than  60 
days  for  charges  to  be  paid  without  incurring 
any  interest  assessment. 

Interest  is  assessed  on  all  outstanding 
balances,  even  if  those  balances  are  intended 
to  be  paid  by  financial  aid  not  yet  posted  to 
student  accounts,  including  loans  and 
College  employment.  Interest  is  not  assessed 
on  outstanding  balances  if  a  student  is 
participating  in  the  Tuition  Management 
Systems,  Inc.  plan  and  all  payments  are 
current. 

LATE  COURSE 

SELECTION  FEE $30 

Returning  students  who  fail  to  make 

course  selections  by  the  specified  date 

preceding  each  semester  will  be  assessed  this 

additional  fee. 

LATE  REGISTRATION  FEE $30 

Students  who  fail  to  register  for  class  by 
the  specified  date  at  the  beginning  of  each 
semester  will  be  assessed  this  additional  fee. 

CHANGE  OF  REGISTRATION $15 

Students  who  change  registration  after  the 
first  week  of  classes  will  be  charged  this 
additional  fee. 

MATRICULATION  FEES 

Application  fee None 

Deposit  for  new  students $150 

A  deposit  is  required  of  all  new  students 
accepting  admission. This  $150  is  retained  as 
a  deposit  that  is  refunded  at  graduation  or 
withdrawal  of  the  student  from  the  College, 
provided  that  no  breakage  or  damage 
charges  are  outstanding.  New  student 
deposits  are  refundable  if  requested  by  May 
1 ,  prior  to  entry  for  the  fall  semester. 

TRANSCRIPT,  per  copy $3 

Transcripts  are  issued  only  upon  written 
request.  All  financial  obligations  to  the 
College  must  be  met  before  a  transcript  will 
be  issued. 


100 


PLACEMENT  SERVICE 
Enrolled  student 
Up  to  five  mailings 

of  credentials $10 

Each  additional  mailing $4 

Non-enrolled  student 
Up  to  three  mailings 

of  credentials $10 

Each  additional  mailing $4 

INTERCOLLEGIATE  ATHLETICS 

PARTICIPATION  FEE $70 

This  fee  is  charged  to  all  students 
participating  in  intercollegiate  athletics.  The 
fee  is  charged  only  once,  regardless  of  the 
number  of  sports  in  which  the  student 
chooses  to  participate. 

ROOM  TELEPHONE 

An  active  telephone  jack  is  provided,  at 
no  additional  charge,  in  each  residence  hall 
room.  Students  must  provide  their  own 
touch  tone  telephone.  Students  wanting  full 
telephone  services  should  obtain  an 
authorization  code  through  Student 
Telephone  Services.  An  information  hand 
guide  is  available  from  the  College  cashier. 
Customer  service  is  available  by  calling  1- 
800-947-4787. 

REPLACEMENT  OF  LOST  KEY  OR 
CARD 

Outside  key  to  building $50 

Room  key $10 

Other  key $10 

ID  or  meal  card $10 

The  security  of  residence  halls  and  the 
integrity  of  the  identification  system 
demand  cooperation  and  responsibility  from 
all  members  of  the  community  in 
safeguarding  keys  and  ID  cards.  The  charges 
above  are  to  encourage  due  care  of  keys  and 
cards,  to  maintain  room  and  building 
security,  and  to  prevent  abuse  of  ID  cards. 

MOTOR  VEHICLE  CHARGES 

Auto  registration $5  per  semester 

Parking/other  violation  fine $10 

Parking  on  College  lawns  fine $50 


No  vehicle  registration  fine $50 

Motor  vehicle  regulations  are  designed  to 
protect  the  safety  and  welfare  of  the  campus 
community  and  to  promote  good  order. 
Tickets  for  violations  are  issued  by 
designated  staff  monitors.  Any  enrolled 
student  bringing  a  motor  vehicle  to  campus 
must  register  the  vehicle  at  the  Business 
Office  within  48  hours. 

REFRIGERATOR  RENTAL 

A  limited  number  of  refrigerators  are 
made  available  at  an  annual  rental  rate. 

2.75-Cubic-Foot  Refrigerator $30 

Replacement  charge  if  lost  or  stolen $95 

6.25-Cubic-Foot  Refrigerator/Freezer  with 

Microwave  Oven $130 

Replacement  charge  if  lost  or  stolen  ...  $450 

Students  are  responsible  for  paying  for 
damages  to  refrigerators,  not  to  exceed  the 
replacement  charge.  Students  must  return 
2.75-cu.  ft.  refrigerators  to  the  storage  center 
at  the  end  of  the  year.  Students  who  fail  to 
do  so,  or  fail  to  clean  refrigerators  at  the  end 
of  the  rental  period,  will  be  charged  $  1 0  for 
each  unit. 

NON-SUFFICIENT  FUNDS 

CHECK  RETURN  FEE $10 

This  fee  is  charged  on  each  check 

returned  to  the  College  for  non-sufficient 

funds. 

SUMMER  SESSION 

Tuition,  per  semester  hour $435 

Room,  per  day, 

double  occupancy $5 

Board  not  available. 

Students  who  withdraw  during  the  first 
two  days  of  classes  receive  a  75-percent 
refiind.  After  the  second  day  of  classes,  there 
is  no  refiind. 

CHARGES  FOR  SUPPLIES  OR 
DAMAGE 

Charges  for  art,  laboratory  or  other 
supplies;  lost  library  items,  or  for  breakage 


101 


or  damage  to  College  property  are  billed 
immediately  or  at  the  end  of  the  semester. 

The  charges  include  the  estimated  cost  of 
replacement  parts  or  material,  labor  for 
repair  or  replacement,  and  overhead 
expenses  associated  with  the  repair  or 
replacement. 

REFUNDS 

A  refund  is  the  amount  of  money  that  the 
College  will  credit  to  a  student  account  and/ 
or  to  a  financial  aid  program  account  when 
the  student  leaves  school  before  completing 
a  period  of  enrollment.  No  refund  of  tuition 
is  made  to  a  student  who  simply  drops  a 
course.  Refunds  may  or  may  not  result  in  a 
student  account  credit  that  would  lead  to  an 
eventual  disbursement  of  cash  to  a  student. 
Students  who  withdraw  from  the  College  are 
subject  to  adjustments  in  their  financial  aid. 
Students  are  cautioned  that  withdrawal  from 
the  College  may  result  in  a  larger  balance 
due  from  the  student  and  that  such  balance 
will  be  due  and  payable  at  the  time  of 
withdrawal. 

Date  of  Withdrawal  or  Drop-out 

In  order  to  determine  the  correct  amount 
of  a  refund,  a  withdrawal  date  must  be 
determined.  Students  must  submit 
notification  of  withdrawal  in  writing.  Forms 
for  withdrawal  from  the  College  are  available 
in  the  Dean  of  Students  Office.  The  date  of 
withdrawal  will  be  the  later  of  the  date  the 
student  submits  written  notification  to  the 
College  or  the  date  of  withdrawal  specified 
by  the  student. 

If  a  student  drops  out  of  the  College 
without  submitting  official  notification  in 
writing,  the  withdrawal  date  will  be  the  last 
recorded  date  of  class  attendance  by  the 
student,  as  documented  by  the  College. 

Once  a  student  has  withdrawn  from  the 
College,  refunds  will  be  computed  and 
credited  by  the  College  Business  Office 
within  thirty  days  of  notification  of 
withdrawal.  No  separate  refund  request  is 
necessary. 


Attribution 

Student  loans,  scholarships  and  grants 
will  first  be  reviewed  and  attributed  to  the 
appropriate  academic  session.  For  example, 
the  Federal  Family  Educational  Loan 
Program  loans  (Stafford,  PLUS,  etc)  are 
considered  to  be  made  in  proportionate 
amounts  corresponding  to  the  number  of 
academic  sessions  covered  by  the  loan 
(typically  two  semesters).  Any  portion  of 
such  loans  attributable  to  a  session  that  the 
student  did  not  attend  must  be  returned  to 
the  appropriate  program  account.  The 
student's  account  will  be  adjusted 
accordingly. 

Calculation  of  the  Total  Refund  Due 
For  all  students,  the  following  refiind  policy 
will  apply: 

TUITION  REFUNDS 

If  a  student  withdraws  from  the  College, 
tuition  will  be  refunded  on  the  basis  shown 
below. 

If  the  student  The  College 

withdraws:  Retains 

Before  classes  begin 0% 

Prior  to  the  end  of  the  second  week  ...  10% 

Prior  to  the  end  of  the  third  week 20% 

Prior  to  the  end  of  the  fourth  week  ....  30% 

Prior  to  the  end  of  the  sixth  week 40% 

Prior  to  the  end  of  the  seventh  week  ..  50% 

Prior  to  the  end  of  the  ninth  week 60% 

After  the  end  of  the  ninth  week 100% 

BOARD  REFUNDS 

Refijnds  of  board  charges  will  be  based  on 
the  unused  portion  of  the  semester. 

ROOM  REFUNDS 

Refijnds  of  room  charges  will  be  based  on 
the  unused  portion  of  the  semester. 

OTHER  CHARGES 

Fees  and  charges  other  than  those 
described  above  are  not  refundable. 


102 


Credit  to  Student  Account 

Based  on  the  above  refund  policies,  the 
College  will  determine  the  total  amount  of 
charges  to  be  retained.  If  the  student  has  an 
unpaid  balance  due  the  College  on  his  or  her 
account,  the  unpaid  amount  will  be 
deducted  from  the  total  amount  to  be 
retained.  The  College  will  then  deduct  the 
total  amount  to  be  retained  from  the  total  of 
all  cash  and  attributable  aid  paid  toward  the 
student's  account  for  the  session.  This  will 
be  the  amount  of  any  refund  due. 

Example: 

Jane  is  a  full-time  student  at  Monmouth 
College.  She  officially  withdraws  at  the  end 
of  the  sixth  week  of  the  first  semester. 
Costs  for  the  Semester: 

Tuition $6,500 

Fees $100 

Room $1,050 

Board $1,000 

Change  of  Registration $15 

Aid  Awarded  for  the  Semester: 

Illinois  Monetary  Award $1,750 

Federal  Pell  Grant $350 

Federal  Stafford  Loan $1,563 

Monmouth  College  Grants  ...  $2,700 

$8,665  Total  College  Charges 
$6,300  Total  financial  aid  applied  to 

school  charges  for  session* 
$2,365   Payment  due  College  from  Jane 

*$63  is  deducted  from  aid  for  Federal  Stafford 
Loan  fees. 

At  the  time  that  Jane  withdrew,  she  had 
made  a  cash  payment  of  $1,000  toward  her 
$2,365  balance.  All  aid  posted  to  Jane's 
account  was  attributable  to  the  first 
semester. 


Amount  retained  by  the  College  based  on 
refund  policy: 

Charges    %  Retained    Amt.  Retained 
Tuition      $6,500  40%    =      $3,250 

Fees  100  100%   =  100 

Room  1,050  40%   =  420 

Board  1,000  40%   =  400 

Change  in 

Registration      15  100%   =       1^ 

$3535 
Unpaid  balance  due  College  <1365> 

$2170 
Refund  Amount: 

Total  Aid  Applied $6,300 

Total  Cash  Paid  !. 1,000 

Total  Paid  Charges $7,300 

Total  Retained <2170> 

Total  Refund $5,130 

Refund  Allocation 

Depending  on  what  financial  aid  has  been 
awarded  to  a  student,  refund  amounts  will 
be  returned  to  Federal  and  State  sources  of 
aid  first.  Any  refund  due  will  be  allocated  in 
the  following  order: 

1 .  Federal  SLS  loans 

2.  unsubsidized  Federal  Stafford  loans, 

3.  subsidized  Federal  Stafford  loans, 

4.  Federal  PLUS  loans, 

5.  Federal  Direct  Stafford  loans, 

6.  Federal  Direct  PLUS  loans, 

7.  Federal  Perkins  loans, 

8.  Federal  Pell  Grants, 

9.  Federal  SEOG  awards 

10.  other  assistance  authorized  by  Title  IV, 

1 1 .  other  federal,  state,  private,  or  institu- 

tional student  financial  assistance, 

12.  the  student. 

In  the  case  of  Jane's  $5,130  example 
refund,  $1,500  would  be  returned  to  the 
Federal  Stafford  Loan  lender,  $350  would  be 
returned  to  the  pell  Grant  program,  $1,750 
would  be  returned  to  the  Illinois  Monetary 
Award  program,  and  $1,530  would  be  used 


103 


to  reduce  Monmouth  College  grants.  The 
balance  due  Monmouth  College  would 
remain  $1,365. 

Miscellaneous 

Perkins  Loan  and  Stafford  Loan 
borrowers  must  have  an  exit  interview  with 
the  Business  Office  before  leaving  campus  to 
ensure  that  they  fully  understand  their 
commitments  and  obligations  under  this 
federally  funded  program. 

Earnings  from  campus  employment  for 
the  time  worked  to  the  date  of  withdrawal 
will  be  paid  to  the  student  on  the  next 
scheduled  payroll  date. 

All  adjustments  in  financial  assistance  will 
be  made  by  the  director  of  financial  aid. 

Appeal  Process 

An  appeals  process  exists  for  students  or 
parents  who  believe  that  individual 
circumstances  warrant  exception  from 
published  College  charges  and  refund 
policies.  Persons  wishing  to  appeal  for 
special  consideration  should  address  such  an 
appeal  in  writing  to  the  director  of  finance 
and  business  at  Monmouth  College. 

EFFECTIVE  DATE 

The  charges  above  are  effective  August 
15,  1994. 

RIGHT  TO  CHANGE  CHARGES 

Charges  are  established  on  an  annual 
basis,  and  the  College  makes  every  effort  not 
to  change  them  during  the  year.  However, 
the  College  reserves  the  right  to  change  any 
and  all  of  the  above  charges. 


1994-95  ACADEMIC  CALENDAR 


Fall  Semester 

Classes  begin, 

Registration 
Last  day  to  register 

for  classes 
Last  day  to  add  a 

course 
Last  day  for  returning 

students  to  make 

Spring  1995  course 

selections  without 
a  charge 
Last  day  to  drop  a 

course  without  a 

fee 
Last  day  to  drop  a 

course 
Classes  end 
Final  examinations 


August  30 
September  2 
September  5 

September  5 

September  5 

October  28 
December  16 
December  17,  19, 
20,21 


Spring  Semester 

Classes  begin  January  16 

Last  day  to  register 

for  classes  January  1 9 

Last  day  to  add  a 

course  January  20 

Last  day  to  drop  a 

course  without  a 

fee  January  20 

Last  day  to  drop  a 

course  March  15 

Last  day  to  make  Fall 

1995  course  selections 

without  a  charge         April  1 5 
Classes  end  May  4 

Final  examinations  May  5,  6,  8,  9 

COMMENCEMENT   May  13 


104 


registers:  faculty, 
Adminstration,  Senate 


FACULTY,  1994-95 

FULL-  AND  PART-TIME  FACULTY 

Huseman,  Sue  A.(1994),  President  and 
Professor  of  French  and  Comparative 
Literature,  1994-  'BA.,  University  of 
Missouri-Columbia,  1966;  MA.,  Indiana 
University,  1969;  Ph.D.,  University  of 
Illinois,  1979. 

Juhan,  William  B.  (1988),  Dean  of  the 
College,  Vice  President  for  Academic  Affairs, 
and  Professor  of  Political  Science,  1988- 
•B.A.,  1964;  M.A.,  1967;  Ph.D.,  University 
of  Wisconsin-Madison,  1976. 

Allison,  David  C.  (1962),  Professor  of 
Biology,  1962- -B.S.,  1956;  M.S.,  1957; 
University  of  Illinois;  Ph.D.,  Pennsylvania 
State  University,  1960. 

Ambrose,  Rajkumar  (1986),  Associate 
Professor  of  Physics,  1986-  -M.A.,  Madras 
Christian  College,  1962;  B.D.,  United 
Theological  College  (India),  1981;  Ph.D., 
Texas  Christian  University,  1986. 

Ambrose,  Sarojini  (1994),  Lecturer  in 
English,  1994-;  -B.A.,  1961;  M.A.,  Madras 
University,  1963. 

Andrade,  Annabelle  (1994,  Lecturer  in 
Modern  Foreign  Language,  1994-  'B.A., 

Arnold,  George  F.  (1974),  Professor  of 
Education  and  History  ,  1989-  "B.S., 
Buffalo  State  College,  1968;  Ph.D., 
University  of  Maryland,  1975. 

Betts,  James  E.  (1989),  Assistant  Professor  of 


Music,  1989-  and  Pan-American  Studies, 
1993-  -B.M.,  1972;  M.M.,  1973,  Southern 
Illinois  University;  D.M.A.,  University  of 
Iowa,  1984. 

Blum,  Harlow  B.  (1959),  Professor  of  Art, 
1977-  -B.F.A.,  University  of  Illinois,  1956; 
M.A.,  Michigan  State  University;  1959; 
M.F.A.,  Syracuse  University,  1966. 

Boehm,  Michael  (1994),  Assistant  Professor 
of  Biology,  1994- 'B.S.,  Heidelberg 
College,  1987;  M.S.,  1990;  Ph.D.,  Ohio 
State  University.  1992. 

Bruce,  Mary  Barnes  (1985),  Associate 
Professor  of  English,  1993  -  -B.A., 
ArUngton  State  College,  1965;  M.A., 
Southern  Methodist  University,  1968; 
Ph.D.,  Arizona  State  University,  1986. 

Buban,  Steven  L.  (1977),  Associate 
Professor  of  Sociology,  1985- -B.A.,  1971, 
M.A.,  1973,  Ph.D.,  University  of  Iowa, 
1979. 

Cathey,  Robert  Andrew  (1989),  Assistant 
Professor  of  Philosophy  and  Religious 
Studies,  1990-  'B.A.,  Davidson  College, 
1978;  M.Div.,  Princeton  Theological 
Seminary,  1981;  Ph.D.,  Duke  University, 
1989. 

Cogswell,  Richard  L.  (1983),  Associate 
Professor  of  Mathematics,  1990  -  'B.A., 
DePauw  University,  1976;  M.A.,  1978; 
Ph.D.;  Washington  University,  1983. 

Condon,  Jacquelyn  S.(1979),  Dean  of 
Students,  1990  -,  Assistant  Professor  of 
Education,  1982-  -B.A.,  Millikan 


105 


University,  1975;  M.S.Ed.,  Eastern  Illinois 
University,  1980. 

Connell,  Mike  (1993),  Assistant  Professor  of 
Political  Economy  and  Commerce,  1 993- 
•B.S.,  1976;  M.S.,  1982;  J. D.,  Ph.D., 
University  of  Illinois,  1986. 

Cordery,  Simon  (1994),  Lecturer  of  History, 
1994-;  "B.A.,  Northwestern  Illinois 
University,  1982;  M.A.,  University  of  York 
(England),  1984. 

Cordery,  Stacy  A.  (1994),  Assistant 
Professor  of  History,  1994-;  -B.A.,  1983; 
M.A.,  1986;  &  Ph.  D.,  University  of  Texas 
at  Austin,  1992. 

Cramer,  Kenneth  (1993),  Assistant  Professor 
of  Biology,  1993-,  'B.S.,  University  of 
Missouri,  1980;  M.S.,  University  of 
Oklahoma,  1983;  Ph.D.,  Utah  State 
University,  1993. 

Daniel,  Mayra  (1994),  Lecturer  in  Modern 
Foreign  Language,  1 994-,  'B.A., 

De  Young,  James  L.  (1963),  Professor  of 
Speech  Communication  and  Theater  Arts, 
1985-  -A.B.,  Beloit  College,  1959;  M.A., 
Bowling  Green  State  University,  1960; 
Ph.D.,  University  of  Minnesota,  1974. 

Douglas,  Dorothy  DiVall  (1988),  Assistant 
Professor  of  Education,  1989  -  'B.S., 
University  of  Oklahoma,  1958;  M.Ed., 
Central  State  University;  Ed.D.,  Oklahoma 
State  University,  1985. 

Ellison,  Linda  (1989),  Lecturer  in 
Education,  1989-  'B.A.,  Monmouth 
College,  1975;  M.S.Ed.,  Western  Illinois 
University,  1989. 

Falgiani,  Dianne  (1993),  Lecturer  in 
Accounting,  1993-  "B.A.,  Western  Illinois 
University,  1990. 

Gebauer,  Peter  A.  (1975),  Professor  of 


Chemistry,  1 988-  -B.S.  Harvey  Mudd 
College,  1965;  Ph.D.,  University  of  Illinois, 
1970. 

Glasgow,  Terry  L.  (1972),  Professor  of 
Physical  Education,  1990-  Director  of 
Athletics,  1978-  -B.A.,  Parsons  College, 
1966;  M.A.;  Northeast  Missouri  State 
University,  1969;  Ph.D.,  Northwestern  State 
University  of  Louisiana,  1974. 

Griffiths,  Richard  L.  (1967),  Professor  of 
Music,  1987-  'B.M.E.,  University  of 
Wichita,  1964;  M.M.E.,  Wichita  State 
University,  1966;  D.M.A.,  University  of 
Washington,  1979. 

Hanson,  Quenton  E.  (1994),  Assistant 
Professor  of  Accounting,  1994- "B.S.,  1974, 
M.S.,  1976,  California  State  University- 
Nothridge. 

Haq,  Farhat  (1987),  Associate  Professor  of 
Government,  1993-  "B.A.,  State  University 
of  New  York  at  Fredonia,  1980;  M.A.,1983; 
Ph.D.,  Cornell  University,  1987. 

Hastings,  William  M.  (1968),  Professor  of 
Psychology,  1983— 'B.S.,  Loyola  University, 
1962;  M.A.,  1966;  Ph.D.,  Southern  Illinois 
University,  1969. 

Haynes,  Roger  D.  (1982),  Lecturer  in 
Physical  Education,  ( 1 982-  -B.A., 
Monmouth  College,  1982. 

Hazen,  Colleen  (1994),  Lecturer  in  English, 
1994-*B.A.,  Washington  State  University, 
1974;  M.A.,  Western  Illinois  University, 
1992. 

Holm,  Susan  Fleming  (1985),  Dorothy 
Donald  Associate  Professor  of  Romance 
Languages  and  Literature,  1993-  'B.A.,  The 
College  of  Wooster,  1966;  M.A.,  1982; 
Ph.D.,  The  University  of  Kansas,  1985. 

Johnson,  Richard  (1994),  Lecturer  in 
Psychology,  19 94-,  'B.A.,  Augustana, 


106 


1976;  M.S.,  Western  Illinois  University, 
1992. 

Julian,  Dorothy  (1988),  Lecturer  in 
Education,  1988-  -B.A.,  Central  College, 
1977;  M.S.,  Drake  University,  1979. 

Kane,  R.  Kelly  (1984),  Instructor  in  Physical 
Education,  1984-  -B.A.,  Illinois  Wesleyan, 
1970;  M.S.,  Western  Illinois  University, 
1981. 

Keller,  Alfred  (1988),  Instructor  in  Modern 
Foreign  Languages,  1988-  •B.A.,1979; 
M.A.,  University  of  Missouri-Kansas  City, 
1982. 

Kieft,  Richard  L.  (1975),  Professor  of 
Chemistry,  1989-  "B.S.  Dickinson  College, 
1967;  Ph.D.,  University  of  Illinois,  1973. 

Kirk,  Carolyn  Tyirin  (1972),  Professor  of 
Sociology,  1988- •B.A.,  1967;  M.A.,  1969; 
Ph.D.,  Michigan  State  University,  1973. 

Lariviere,  Nancy  A.  (1989),  Assistant 
Professor  of  Psychology,  1991-  "B.A., 
Susquehanna  University,  1984;  M.A.,  State 
University  of  New  York  at  Binghamton, 
1987. 

Lemon,  J.  Rodney  (1976),  Professor  of 
Political  Economy  and  Commerce,  1982- 
•B.A.,  Monmouth  College,  1964;  M.S., 
1967;  Ph.D.,  University  of  Illinois,  1968. 

Li,  Chenyang  (1993),  Assistant  Professor  of 
Philosophy  and  Religious  Studies,  1993- 
•B.A.,  1982;  M.A.,  Beijing  University 
(China),  1984;  Ph.D.,  University  of 
Connecticut,  1992. 

McGaan,  Lee  (1986),  Associate  Professor  of 
Speech  Communication  and  Theater  Arts, 
1989-  •B.A.,  Monmouth  College,  1969; 
M.A.,1970;  Ph.D.,  Ohio  University,  1980. 

McMillan,  Kenneth  G.  (1989),  Assistant 
Professor  of  Political  Economy  and  « 


Commerce,  1989-  -B.S.,  1967;  M.S., 
University  of  Illinois,  1969. 

McNamara,  R.  Jeremy  (1964),  Professor  of 
English,  1978-  -B.A.,  Kenyon  College, 
1953;  M.A.,  University  of  North  Carohna, 
1954;  Ph.D.,  Michigan  State  University, 
1961;  M.A.,  National  University  of  Ireland 
(Dublin),  1974. 

Meeker,  Cheryl  (1986),  Faculty  Associate  in 
Art,  1993-  •B.A.,  Knox  College,  1984; 
M.A.,  1985,  M.F.A.,  Northern  Illinois 
University,  1986. 

Nieman,  George  C.  (1979),  Professor  of 
Chemistry,  1983- 'B.S.,  1961;  Carnegie- 
Mellon  University;  Ph.D.,  California 
Institute  of  Technology,  1965. 

Olson,  H.  Michael  (1990),  Jr.,  Instructor  in 
Physical  Education,  1990-  -B.A.,  Coe 
College,  1959;  M.S.E.,  Wayne  State 
College,  1964. 

Orwig,  Russell  (1994),  Lecturer  in 
Psychology,  1994-  'B.A.,  Monmouth 
College,  1984;  M.S.W.,  University  of  Iowa, 
1989. 

Parry-Giles,  Shawn  J.  (1991),  Assistant 
Professor  in  Speech  Communication  and 
Theater  Arts,  1993-  "B.F.A.,  Emporia  State 
University,  1984;  M.A.,  University  of  New 
Mexico,  1987;  Ph.D.,  Indiana  University- 
Bloomington,  1991. 

Parry-Giles,  Trevor  (1994),  Lecturer  in 
Speech  Communication  and  Theater  Arts, 
1994-;  •B.A.,  Ripon  College,  1985;  M.A., 
University  of  New  Mexico,  1987;  Ph.D., 
Indiana  University,  1992. 

PoUitz,  John  H.  (1994),  Interim  Director  of 
Hewes  Library,  1994-  'B.A.,  Southern 
IlUnois  University,  1975;  M.A.,  University 
of  Denver,  79;  M.A.  Library  Science, 
University  of  Iowa,  1990. 


107 


Rankin,  Douglas  B.  (1988),  Assistant 
Professor  in  Speech  Communication  and 
Theater  Arts,  1994-  "B.A.,  Monmouth 
College,  1979;  M.F.A.,  Northwestern 
University,  1986. 

Sienkewicz,  Thomas  J.  (1984),  Capron 
Professor  of  Classics,  1985-  •B.A.,  College 
of  the  Holy  Cross,  1971;  M.A.,  1973; 
Ph.D.,  The  Johns  Hopkins  University,  1975. 

Smith,  Mia  L.  (1994),  Lecturer  in  Physical 
Education,  1994-;  "B.S.,  Southern  Illinois 
University  at  Edv^ardsville,  1986. 

Smolensky,  Ira  (1984),  Associate  Professor 
of  Government,  1989- -B.A.,  1970;  M.A., 
1976;  Ph.D.,  Rutgers  University,  1982. 

Sorensen,  Francis  W.  (1973),  Professor  of 
Education,  1983-  -B.A.,  Wheaton  College, 
1960;  M.S.,  Northern  Illinois  University, 
1964;  Ed.D.,  University  of  Illinois,  1973. 

Sparling,  Brigit  J.  (1977),  Faculty  Associate 
in  English,  1988-  -B.A.,  Illinois  Wesleyan 
University,  1967;  M.A.,  University  of 
Akron,  1970. 

Spitz,  Douglas  R.  (1957),  Professor  of 
History,  1977-  "A.B.,  Swarthmore  College, 
1949;  M.A.,  1955;  Ph.D.,  University  of 
Nebraska,  1964. 

Sproston,  Michael  E.  (1968),  Associate 
Professor  of  Music,  1986-  'B.A.,  Monmouth 
College,  1964;  M.A.,  University  of  Iowa, 
1966. 

Suda,  Carolyn  (1986),  Lecturer  in  Music, 
1986-  •B.A.,  Florida  State  University,  1971; 
M.A.,  Western  Illinois  University,  1985. 

Suda,  David  (1984), Professor  of  Humanities, 
1984- -B.A.,  1969;  M.A.,  University  of 
South  Florida,  1971;  Ph.D.,  Emory 
University,  1983. 

Trees,  Brad  R.  (1993),  Assistant  Professor  of 


Physics,  1993-  -B.S.,  1982;  Ph.D.,  Ohio 
Wesleyan  University,  1993. 

Tucker,  Marta  M.  (1983),  Associate 
Professor  of  Mathematics  and  Computer 
Science,  1990-  'B.S.,  Illinois  State 
University,  1971;  M.S.,  Bradley  University, 
1983. 

Urban,  Jacquelynn  J.  (1978),  Lecturer  in 
Modern  Foreign  Languages,  1978-  'B.A., 
University  of  Texas,  1964. 

Urban,  William  L.  (1966),  Lee  L.  Morgan 
Professor  of  History  and  International 
Studies,  1994-  -B.A.,  1961;  M.A.,  1963; 
Ph.D.,  University  of  Texas  at  Austin,  1967. 

Wallace,  William  J.  (1979),  Associate 
Professor  of  Speech  Communication  and 
Theater  Arts,  1993-  'B.F.A.,  Quincy 
College,  1974;  M.S.,  Indiana  State 
University,  1976;  Ph.D.,  University  of 
Minnesota,  1986. 

Waltershausen,  George  L.  (1966),  Professor 
of  Art,  1987-  -B.A.,  Knox  College,  1961; 
M.A.,  University  of  California  (Berkeley), 
1963;  M.F.A.,  Bradley  University,  1978. 

Watson,  Craig  (1986),  Associate  Professor  of 
English,  1989-  'B.A.,  University  of  IHinois, 
1972;  M.A.,  California  State  University  (San 
Francisco),  1975;  Ph.D.,  University  of 
Michigan,  1980. 

Weiss,  Andrew  (1986),  Edwin  A.  Trapp,  Jr. 
Professor  of  Business  Administration,  1986— 
•A.B.,  Oberlin  College,  1972;  M.S.,  1980; 
Ph.D.,  Northwestern  University,  1982. 

Welch,  Lyle  L.  (1979),  Professor  of 
Mathematics,  1991-  "B.A.,  Luther  College, 
1964;  Ph.D.,  Michigan  State  University, 
1971. 

Wencis,  Leonard  P.  (1994),  Visiting 
Assistant  Professor  of  Classics,  1994-  "B.A., 
1966;  M.A.,  1969;  Ph.D.,  1973;  Catholic 


108 


University  of  America. 


ADMINISTRATION,  1994-95 


Wilihardt,  Gary  D.  (1967),  Professor  of 
English,  1983-  'BA.,  Monmouth  College, 
1959;  MA.,  Ohio  University,  1962;  Ph.D., 
Ohio  State  University,  1967. 


Huseman,  Sue  A.,  President  (1994),  'B.A., 
University  of  Missouri-Columbia,  1966;  M.A., 
Indiana  University,  1969;  Ph.D.,  University  of 
Illinois,  1979. 


PROFESSORS  EMERITI 

ElwoodH.  Ball,  1953-83 

Professor  of  Music  Emeritus 
Milton  L.  Bowman,  1968-86 

Professor  of  Biology  Emeritus 
Cecil  C.  Brett,  1963-83 

Professor  of  Government  and  History 

Emeritus 
Robert  H.  Buchholz,  1950-94 

Professor  of  Biology  Emeritus 
Bernice  L.  Fox,  1947-81 

Professor  of  Classics  Emerita 
J.  Prescott  Johnson,  1962-86 

Professor  of  Philosophy  Emeritus     ' 
John  J.  Ketterer,  1953-86 

Professor  of  Biology  Emeritus 
Paul  H.  McClanahan,  1964-79 

Professor  of  Religious  Studies  Emeritus 
Roy  M.  McCIintock,  1966-86 

Professor  of  Government  Emeritus 
Harry  W.  Osborne,  1965-83 

Professor  of  Modern  Foreign  Languages 

Emeritus 
Benjamin  T.  Shawver,  1946-74,  1975-85 

Professor  of  Chemistry  and  Education 

Emeritus 
CharlesE.Skov,  1963-94 

Professor  of  Physics  Emeritus. 
Charles  J.  Speel II,  1951-83 

Professor  of  Religious  Studies  Emeritus 
J.  Stafford  Weeks,  1959-86 

Professor  of  Religious  Studies  Emeritus 
Esther  M.White,  1974-88 

Professor  of  Education  Emerita 
Donald  L.  Wills,  1951-84 

Professor  of  Geology  Emeritus 
Robert  G.WoU,  1935-75,  1976-77 

Professor  of  Physical  Education  Emeritus 


ACADEMIC  AFFAIRS 

Julian,  William  B.  (1988),  Dean  of  the 
CoUege,  1988- -B-A,  1964;  MA.,  1967; 
Ph.D.,  University  of  Wisconsin-Madison 
1976. 

Carr,  Daryl  (1985),  Director,  Information 
Systems  Center,  1994-  •B.A.,  Mormiouth 
College,  1988. 

Glasgow,  Terry  L.  (1972),  Director  of 
Adiletics,  1978- •B.A.,  Parsons  College,  1966; 
M.A.,  Northeast  Missouri  State  University, 
1969;  Ph.D.,  Northwestern  State  University  of 
Louisiana,  1974. 

Pollitz,  John  H.  (1994),  Interim  Director  of 
The  Hewes  Library,  1994-  'BA.,  Southern 
Illinois  University,  1975;  M.A.,  History, 
University  of  Denver,  1979;  M.A.,  Library 
Science,  University  of  Iowa,  1990. 

Saetder,  Erhard  G.  (1989),  Registrar,  1989- 
•B.A.,  Wabash  College,  1957;  M.S.,  University 
of  Minnesota,  1962. 


STUDENT  AFFAIRS 

Condon,  Jacquelyn  S.  (1980),  Dean  of 
Students,  1990-  •B.A,  Millikin  University, 
1975;  M.S.Ed.,  Eastern  Illinois  University, 
1980. 

Cook,  L.  Terry  (1991),  Assistant  Director  of 
Residential  Life,  1992-  B.A.,  Monmouth 
College,  1991. 

Loy,  James  R.  (1990),  Associate  Dean  of 


109 


Students,  1990-  -BA,  19;  M.S.,  Western 
Illinois  University,  1986. 

Macarthy,  Karen  (1990),  Director  of  the 
Stockdale  Center/Activities,  1990-  "B.S., 
Eastern  Connecticut  State  University,  1988; 
M.A.,  Framingham  State  College,  1990. 

Naegeli,  Daniel  A.  (1990),  Director  of  Career 
Planning  and  Placement,  1 990-;  Director  of 
International  Student  Affairs,  1992-  •B.A., 
University  of  Wisconsin-Whitewater,  1984; 
M.S.,  University  of  Central  Arkansas,  1989. 


DEVELOPMENT  AND 

INSTITUTIONAL 

ADVANCEMENT 

Boster,  Drev^  R.  (1982),  Acting  Vice  President 
for  Development,  College  Relations,  and 
Alumni  Affairs,  1993- •B.A.,  Augustana 
College,  1973;  M.S.Ed.,  Western  Illinois 
University,  1976. 

Cook,  Lois  A.  (1987),  Director  of  the  Annual 
Fund,  1992-  'B.S.,  Bow^ling  Green  State 
University,  1963. 

Esters,  Kellie  (1992),  Director  of  Alumni  and 
College  Relations,  1992-  •B.A.,  Monmouth 
College,  1986;  M.S.,  Western  Illinois 
University,  1991. 

Mannino,  Molly  (1990),  Director  of  Planned 
Giving,  1990-  •B.A.,  St.  Mary's  College, 
Notre  Dame,  Indiana,  1965. 

Rankin,  Jeffrey  (1992),  Director  of  Public 
Relations,  1992-  'B.A.,  St.  Lawrence 
University,  1979. 

Schuytema,  Paul  (1993),  Assistant  Director 
of  Public  Relations;  Advisor  to  Student 
Pubhcations,  1993-  'B.A.,  Miami  University 
(Ohio),  1990;  M.FA,  University  of  Nordi 
Carolina,  1992. 

Youngquist,  Rozella  (1987),  Administrative 
Assistant. 


FINANCE  AND  BUSINESS 

Gladfelter,  Donald  L.  (1977),  Director  of 
Finance  and  Business,  1981-  "B.A., 
Monmouth  College,  1977. 

Loomis,  Pete  (1989),  Director  of  the 
Physical  Plant,  1989-  -B.A.,  Westminster 
College,  1966. 

McNall,  W.  Michael  (1981),  Director  of 
Personnel,  1991-  "B.A.,  Monmouth  College, 
1981. 

Pomeroy,  Brian  (1993),  Director  of  Financial 
Aid,  1993-  "B.B.,  Western  Illinois  University, 
1989. 


ADMISSION 

Valentine,  Richard  (1993),  Dean  of 
Admission,  1993-  •B.S.,  Culver-Stockton 
College,  1969. 

Dues,  Marybeth  (1994),  Admission 
Representative,  1994-  'B.A.,  Monmouth 
College,  1994. 

Pitts,  Peter  (1993),  Regional  Director  of 
Admission,  1993-  •B.A.,  Wartburg  College, 
1974;  M.A.,  University  of  Iowa,  1977. 

Stone,  Lesley  (1994),  Admission 
Representative,  1994-  "B.A,  Monmouth 
College,  1994. 

Swarts,  Bobbi  (1993),  Admission 
Representative,  1993- 'B.A,  Monmouth 
College,  1993. 

Weber,  Dan  (1994),  Admission 
Representative,  1994-  •B.A.,  University  of 
Wisconsin-Platteville,  1993. 

Whiteside,  Jayne  (1994),  Transfer  Coordinator, 
1994-,  'BA.,  Monmoudi  College,  1990. 


110 


THE  SENATE,  1994-95 
OFFICERS  OF  THE  SENATE 

Roger  W.  Rasmusen  '56;  Chair;  Investment 
Manager;  Stuart,  Florida. 


OFFICERS  OF  THE  COLLEGE 

Sue  A.  Huseman  (1994),  President; 
Monmouth  College,  1994-;  Monmouth, 
Illinois.  Ex  officio. 

Ralph  E.  Whiteman  '52;  Treasurer; 
President  (Retired),  Security  Savings  and 
Loan  Association,  Monmouth  College, 
Monmouth,  Illinois.  Ex  officio. 

Leah  R.  McLaren,  (1991);  Secretary; 
Monmouth  College,  1993-;  Galesburg, 
Illinois.  Ex  officio. 

Rozella  Youngquist  (1987);  Assistant 
Secretary,  1993-  Monmouth  College; 
Monmouth,  Illinois. 


TRUSTEES  AND  DIRECTORS 

Robert  J.  Ardell  '62;  Vice  President  of 
Exploration,  Nippon  Oil  Exploration 
U.S.A.,  Ltd.;  Houston,  Texas. 

Nancy  Glennie  Beck  '53;  Homemaker; 
Hinsdale,  Illinois. 

David  A.  Bowers  '60;  Vice  President  and 
General  Manager,  National  Cabinet  Lock; 
Greer,  South  Carolina. 

Kenneth  D.  Brenneman  '64;  President, 
Industrial  Marketing  Research,  Inc.; 
Clarendon  Hills,  Illinois. 

Peter  H.  Bunce;  Chief  Operating  Officer, 
Grand  Center,  Inc.;  St.  Louis  Missouri. 

Douglas  R.  Carlson  '66;  Attorney; 
Wildman,  Harrold,  Allen  &  Dixon; 


Chicago,  Illinois. 

Nicole  C.  Chevalier  '77;  Marketing 
Director,  IPP  Lithocolor;  Chicago,  Illinois. 

David  D.  Fleming  '46;  President,  Mellinger 
Educational  Foundation,  Monmouth, 
Illinois. 

William  J.  Goldsborough  '65;  Investment 
Analyst,  Lincoln  Capital  Management;  Glen 
Ellyn,  Illinois. 

Norman  A.  Hedenberg  '58;  President,  The 
August  Development  Company;  La  Jolla, 
California. 

Walter  S.  Huff,  Jr.  '56;  President,  Laumar 
Corporation;  Hilton  Head,  South  Carolina. 

James  C.  Jacobsen;  Executive  Vice  President, 
Kellwood  Company;  Creve  Coeur, 
Missouri. 

William  T.  Irelan  '62;  Attorney,  Hewes, 
Morella,  Gelband  &  Lamberton, 
Washington,  D.C. 

Barbara  Watt  Johnson  '52;  Homemaker; 
Moline,  Illinois. 

Marion  Austin  Jones  '50;  Homemaker; 
Grinnell,  Iowa. 

Mary  Castle  Josephson  '51;  Homemaker; 
Roseville,  Illinois. 

Harold  W.  Knapheide  III;  President, 
Knapheide  Manufacturing  Company; 
Quincy,  Illinois. 

Robert  C.  McConnell  '72;  Minister,  First 
Presbyterian  Church,  Brighton,  Michigan. 

James  J.  Mock  '65;  Vice  President  for 
Product  Management,  Northrup  King  Co.; 
Northfield,  Minnesota. 


Ill 


Charles  E.  Morris,  Jr.;  Vice  Chancellor  for 
Academic  Affairs,  Illinois  Board  of  Regents; 
Normal,  Illinois. 

Courtney  J.  Munson  '63;  President  &  CEO, 
Munson  Transportation,  Monmouth, 
Illinois. 

Peter  A.  Nelson  '54;  Senior  Vice  President, 
Marketing  (Retired),  McDonald's 
Corporation;  Barrington,  Illinois. 

James  L.  Pate  '63;  President  and  CEO, 
Pennzoil  Co.;  Houston,  Texas. 

H.  Safford  Peacock;  Investment  Manager; 
Lincoln,  Illinois. 

Harold  A.  Poling  '49;  Chair  and  CEO,  Ford 
Motor  Company;  Birmingham,  Michigan. 

Nelson  Potter  '61;  Associate  Professor  of 
Philosophy,  University  of  Nebraska-Lincoln; 
Lincoln,  Nebraska. 

Channing  L.  Pratt  '51;  Attorney,  Beal,  Pratt 
and  Pratt;  Monmouth,  Illinois. 

Jesse  W.  Price;  Assistant  to  the  President, 
Illinois  Power  Company;  Decatur,  Illinois. 

Bonnie  Bondurant  Shaddock  '54;  President, 
Oliver/ Asselin  Inc.;  Glendale,  California. 

Edwin  A.  Trapp,  Jr.  '53;  Investment 
Manager;  Dallas,  Texas. 

William  B.  Trent,  Jr.  '69;  Vice  President  for 
Personnel  Administration,  Grain  Processing 
Corporation;  Muscatine,  Iowa. 

Maxine  Murdy  Trotter  '47,  Secretary- 
Treasurer,  Murdy  Foundation, 
Incorporated;  Santa  Ana,  California. 

Fred  W.  Wackerle  '61;  Partner,  McFeely 
Wackerle  Jett  Associates;  Chicago,  Illinois. 

Richard  P.  Wherry  '60;  Attorney,  Pekin, 


Illinois.  ,  ,  .  ; 

R.  Richard  Wieland  II  '68;  President  and 
Chief  Operating  Officer,  Cancer  Treatment 
Center  of  America,  South  Barrington, 
Illinois. 

William  Winslade  '63;  Professor  of  Medical 
Jurisprudence  and  Psychiatry,  University  of 
Texas  Medical  Branch  at  Galveston; 
Galveston,  Texas. 

Carol  Dettman  Wolcott  '63;  Staff  Physician, 
University  of  Nebraska  Health  Center; 
Lincoln,  Nebraska. 


SENATE  EMERITI 

Robert  E.  Acheson  '28;  Operations 
Supervisor  (Retired),  Illinois  Bell  Telephone 
Company;  Lee's  Summit,  Missouri. 

Tim  J.  Campbell,  Jr.  '39;  Attorney; 
Campbell  and  Campbell;  Newton,  Iowa. 

Richard  P.  Hutchinson  '34;  Farmer  and 
Farm  Manager;  Biggsville,  Illinois. 

WiUiam  M.  LeSuer  '42;  Senior  Vice 
President  (Retired),  Research  and 
Development,  The  Lubrizol  Corporation; 
Mayfield  Village,  Ohio. 

Daniel  M.  MacMaster;  President  and 
Director  (Retired),  Museum  of  Science  and 
Industry;  Homewood,  Illinois. 

James  W.  Marshall  '36;  Physician  (Retired); 
Monmouth,  Illinois. 

Graham  McMillan  '37;  Vice  President 
(Retired),  Biochemical  Operations, 
International  Minerals  and  Chemicals 
Corporation;  Terre  Haute,  Indiana. 

N.  Barr  Miller  '28;  Attorney  (Retired), 
Haynes  and  Miller;  Bethesda,  Maryland. 


112 


Lee  L.  Morgan;  Chairman  and  Chief 
Executive  Officer  (Retired),  Caterpillar, 
Inc.;  Peoria,  Illinois 

Juanita  Winbigler  Reinhard  '42; 
Homemaker;  Arlington  Heights,  Illinois. 

John  W.  Service  '35;  Division  Manager 
(Retired),  Salary  Administration,  Deere  and 
Company;  East  Moline,  Illinois. 


HONORARY  DIRECTOR 

Pearle  Liddle;  Civic  Leader  and 
Homemaker;  Fort  Worth,  Texas. 


113 


Index 


Academic  Affairs,  Register  of, 

109 
Academic  Calendar,  1994-95, 

104 
Academic  Dishonesty,  20 
Academic  Honors,  17-18 
Academic  Policies,  15-20 
Academic  Probation,  18-19 
Academic  Program,  9-20 
Academic  Status,  18-19 
Accounting,  78-80 
Accreditation  and  Affiliation,  1- 

2 
Administration,  Register  of,  109 
Admission,  97-98,  Register  of, 

110 
Advanced  Placement  Program, 

15 
Advanced  Standing,  15 
Alcohol  Policy,  8 
Alpha  Tau  Omega,  7 
Amnesty  International,  6 
Appeal  of  Grades,  17 
Appeal  of  Refunds,  104 
Application  for  Degree,  1 3 
Architecture,  94 
Art  Department,  21-23 
Art  Gallery.  See  Everett,  Len 

G.  Gallery. 
Arts  of  London  and  Florence 

program,  89 
Associated  Colleges  of  the 

Midwest  (ACM),  2,  89-93 
Associate  Degree  Transfers,  19 
Association  for  Student  Activity 

Programming  (ASAP),  5 
Athletic  Field,  6 
Athletics.  See  Recreation. 
Attendance,  Class,  16 
Auditing  a  Course,  20,  100 
Auditorium,  College,  5 
Austin  Hall,  5 

Bachelor  of  Arts  Degree, 

requirements  for,  13 
Beauty  and  Meaning  in  Works  of 

Art  (general  education 

component),  12,  13,  14 
Beveridge  Rooms,  4 
Bilingual  Education 

(Spanish)  certification,  32-33 
Biology  Depanment,  23-26 
Black  Action  Affairs  Council,  6 


Business  Administration,  77-80 

Calendar,  Semester,  9,  104 
Career  Planning  and  Placement, 

8 
Carnegie  Hall,  5 
Chemistry  Department,  26-27 
Chicago  Semester  in  the  Ans 

program,  89 
Chinese  Studies  program,  89 
Classics  Department,  28-30 
Classification  of  Students,  18 
Coalition  for  Women's 

Awareness,  6 
Communications,  83-87 
Community  Memorial 

Hospital,  5 
Comparative  Societies,  46 
Computer  Science,  50-52,  95 
Convocations,  20 
Course  Syllabi,  20 
Courses  of  Instruction,  21-88 
Credit  by  Examination,  15-16, 

101 
Credit/no  credit  courses,  17 
Credits,  Transfer  of  19 
Curriculum,  9-15 
Czech  Program,  89-90 

Dean  of  Student's  Office,  5 

Dean's  List,  18 

Degree,  Application  for,  13 

Degree,  Requirements  for,  13 

Dentistry,95 

Departmental  Honors,  18 

Development  and  Institutional 

Advancement,  Register  of 

110 
Directory  of  College  Offices, 

Inside  Back  Cover 
Dishonesty,  Academic,  20 
Dismissal,  Academic,  18-19, 

Disciplinary,  19-20 

Early  Decision,  Admission,  97 

Early  Graduation,  1 5 

Ecological  Field  Station,  23-24 

Economics,  74-75 

Education  Department,  31-35 

Electives,  10 

Elementary  Education,  31 

Engineering,  94 

English  Department,  36-38 


Environmental  Science,  38-41 
Environmental  Studies,  94 
Everett,  Len  G.  Gallery,  4 
Examinations,  Final,  20 
Executive  Committee,  Senate,  7 
Expulsion,  Disciphnary,  19-20 

Faculty,  Register  of,  105-109 
Final  Examinations,  20 
Finance  and  Business,  Register 

of,  110 
Florence  program,  89 
Fraternities,  6,  7 
French,  57 
Freshman  Seminar,  9-10,  AG 

General  Education  Courses,  13- 

15 
General  Education  program,  10- 

15 
German,  57 
Gibson  Hall,  6 

Glennie,  Arthur,  Gymnasium,  6 
Governance,  College,  7-8 
Government  Department,  41-42 
Grade-Point  Average,  17 
Grading  System,  l6-17 
Greek  Organizations,  7 
Gymnasium,  Glennie,  6 

Haldeman-Thiessen  Science 

Center,  4-5 
Hamilton  Pond,  24 
Health  Services,  5 
Hewes  Library,  4 
Highlanders,  6 
History  and  Purpose  (of  the 

College),  1 
History  Department,  43-45 
Honor  Roll,  18 
Honor  Scholars,  18 
Honor  Societies,  6 
Honors,  Academic,  17-18 
Honors  at  Graduation,  18 
Honors  Convocation,  20 
Human  Societies  (general 

education  component),  12, 

13,  14-15 

Illinois  State  Teacher 

Certification  Board,  1,31 
Incomplete  Grades,  17 
India  Studies  program,  90 


115 


Informations  Systems  Center,  4 
In-Progress  Grades,  17 
Instructional  Facilities,  4-5 
Interdisciplinary  Studies,  46 
Interfraternity  Council,  7 
International  Club,  6 
International  Students,  5 
Intramural  Sports,  6 
Issues  and  Ideas  (general 

education  component),  12, 

13,  15,46-48 

Japan  Study  program,  90 

Kappa  Delta,  7 

Kappa  Kappa  Gamma,  7 

Language  (general  education 

component)  11,13 
Latin  American  Culture  and 

Society  program,  Studies 

in,  91 
Law,  94 
Learning  Disabilities 

(Education  Department),  32 
Library.  See  Heives  Library. 
Library  Science,  94-95 
Location  of  the  College,  1 
London  Program,  89 

Major  Departmental,  10.  See 

also  specific  departments. 
Major,  Topical,  10 
Mathematics,  48-50 
Mathematics  and  Computer 

Science  Department,  48-52 
Matriculation  Ceremony,  20 
McMichael  Academic  Hall,  5 
Medical  Technology,  95 
Medicine,  95 
Military  Science  Department, 

52-55 
Ministry  and  Christian 

Education,  95 
Minority  Students,  5 
Mission  Statement,  3 
Modern  Foreign  Languages 

Department,  56-58 
Monmouth,  City  of,  1,6 
Monmouth  College:  An 

Introduction,  1-2 
Monmouth  Christian 

Fellowship,  6 
Monmouth  Plan,  9-15 
Monmouthiana  Collection,  4 
Motor  vehicles.  Registration, 

Charges,  Fines,  101 
Music  Department,  58-60 

Applied,  59 

Ensembles,  59 


Newberry  Library  in  the 

Humanities  program,  90-91 

Newspaper,  Student,  8 

North  Central  Association  of 
Colleges  and  Schools,  1 

Nursing,  95 

Oak  Ridge  Science  Semester 

program,  91 
Occupational  Therapy 

Program,  95 
Off-Campus  Programs,  2,  89-93 
Officers  of  the  College,  111 
Organizations,  Campus,  6-7 
Overload,  Enrollment,  16,  100 

Pan-American  Studies,  61-62 

Part-Time,  Reentering 

Students,  Admission  of,  97-98 

Petitions,  Appeals,  19 

Philosophy,  63,  63-65 

Philosophy  and  Religious 
Studies  Department,  62-68 

Physical  Education  Department, 
60-71 

Physical  Therapy,  95 

Physical  Universe  and  Its  Life 
Forms  (general  education 
component),  11-12,  13-14 

Physics  Department,  71-73 

Pi  Beta  Phi,  7 

Political  Economy  and  Com- 
merce Department,  73-79 

Prairie  Plot,  24 

Preprofessional  Programs,  94-96 

Presbyterian  Church  (U.S.A.),  1 

Probation,  Academic,  18-19 

Professors  Emeriti,  Register  of, 
110 

Psychology  Department,  79-8 1 

Public  Relations,  5 

Readmission,  19 
Recreation  and  Athletics,  6 
Refunds,  Tuition,  102-104 
Registers:  Faculty, 

Administration,  Senate, 

105-113 
Registration,  16 
Regular  Decision,  Admission, 

97 
Religious  Studies,  62,  65-67 
Repeating  a  Course,  17 
Requirements  for  Degree,  13 
Reserve  Officers'  Training 

Corps,  53,  95-96 
Residential  Living,  5-6 
Rights  and  Responsibilities,  8 
Russia  Program,  90 

Secondary  Education,  32 
Semester  Calendar,  9,  104 


Senate  Emeriti,  112-113 

Senate,  Faculty,  7 

Senate,  Monmouth  College, 

7,  111 
Senior  Residency,  13 
Sigma  Phi  Epsilon,  7 
Social  Service,  96 
Sociology  Department,  82-83 
Sororities,  6 
Spanish,  56-57 
Special  Certificate  Programs 

(Education  Department),  32 
Special  Students,  Admission, 

97-98 
Speech  Communication  and 

Theater  Arts  Department, 

83-87 
Stockdale  Center,  5 
Student  Affairs,  5-6,  Register  of, 

113 
Student  Association,  8 
Student  Life,  4-8 
Student  Newspaper,  8 
Student  Senate,  8 
Syllabi,  Course,  20 


Teaching,  96 
Telephones,  Student,  101 
Topical  Major,  10 
Transfer  of  Credits,  19 
Transfer  Students,  20,  97 
Tropical  Field  Research 

program,  91 
Trustees  and  Directors, 

Monmouth  College,  111-112 
Tuition  and  Other  Charges, 

1994-95,99-113 

Urban  Education  program, 

32,  34,  92 
Urban  Studies  program,  92 

Varsity  Sports,  6 
Veterinary  Medicine,  96 

Wallace  Hall,  5 
Wells  Theater,  5 
Wilderness  Field  Station 

program,  24,  92 
Winbigler  Hall,  6 
Withdrawal  from  a  course,  16- 

17,  102 
Woll,  Bobby,  Athletic  Field,  6 
Women's  Studies,  87-88 

Zeta  Beta  Tau,  7 
Zimbabwe  program,  93 


116